A proposed remedial program for the high school department , Cebu Institute of Technology -CIT / Deusdedith C. Parilla.

Thesis, M.A. Cebu Institute of Technology - University, May 2002

Title: A PROPOSED REMEDIAL PROGRAM FOR THE HIGHSCHOOL DEPARTMENT, CEBU INSTITUTE OF TECHNOLOGY (CIT)
Author: DEUSDEDITH C. PARRILLA
School and Address: UNIVERSITY OF THE VISAYAS, CEBU CITY
Degree: MASTERS OF ARTS IN EDUCATION
Date: MAY 2002

It was the main purpose of this study to assess the effectiveness of the Remedial Program of the High School Department of the Cebu Institute of Technology, Cebu City during the school year 1999-2000, through a comparison of the academic performance of students who actually attended them and those who did not, utilizing the findings as basis for proposals for improvement.
Specifically, this study sought answers to the following sub-problems:
1. What are the main features of the existing remedial program of the secondary department at the Cebu Institute of Technology?
2. How did the academic performance of the students who attended remedial classes compare with those who did not in the following learning areas:
a.) English,
b.) Mathematics, and
c.) Science?
3. How can the existing remedial classes be redesigned to be truly responsive to the needs of the slow learners in English, Mathematics and Science?

Hypothesis: There is no significant difference in the academic performance of students who attended the remedial classes (Group A) and those who did not (Group B) in English, Mathematics and Science.

The study used the documentary analysis comparative study and descriptive method as methods of this research. A total of 742 students (31% of the first to third year students of the CIT-HS Department) were recommended to take remedial classes by the end of the school year 1999-2000. Of this number, 477 students attended the summer remedial classes, 154 students did not enroll, and 111 students transferred to other schools. A total of 632 students (477 attended the remedial classes and 154 did not) with their first grading ratings in the school year 2001-2002, were the subjects of this study.
The mean, standard deviation, t-test and ANOVA were the statistical formulas used in the analysis of data.

FINDINGS

Based on existing facts, and analyzed data of the sub-problems investigated in this study, the following findings are revealed:
1. The main features of the remedial classes of the Secondary Department of the Cebu Institute of Technology were as follows:
a.) These cover three subject areas: English, Mathematics & Science
b.) These are required to all students who obtain a final grade of greater than or equal to 75 but less than 76 in the said subjects at the end of the school year. The said students are advised to enroll in the summer remedial classes.
c.) The department does not provide the design of the program. Each summer remedial teacher makes his/her individual remediation course design, taking half of the topics from the previous year level and half from the succeeding year level. The teacher proceeds the lesson at her own pace in 30 class sessions at 2 hours per session. There is no supervision on instruction, except on attendance and punctuality.
d.) The teacher has the liberty to use any methodology, usually similar to that used in her regular classes during the regular school year.
e.) Each student who attended the remedial classes is graded. The grading system used for remedial classes was a result of a deliberation among subject area coordinators and the principal. The remedial grade will be composed of 90% of the student?s output (which is also comprised of 50% from the daily quizzes, seatworks, homeworks and boardworks; 40% periodical tests which is the equivalent grade of the total scores for pre-lim, mid-term, and finals) and 10% from the equivalent grade of the students attendance. Considering that hese students who attended the remedial classes have passed the subject already by the end of the school year and have acquired credits already for the subject, the lowest grade given was 75. The final remedial grade after having attended the summer remedial classes was forwarded to subject teacher of the succeeding year level which composed 30% of the first grading grade of the same subject.
2. The means of their academic performance of the students who attended the remedial classes and those who did not in English, Mathematics and Science in the second, third and fourth year levels were compared using the t-test. Considering that all t-values were all below the tabular value of ±2.58, this revealed that there are no significant differences in the performances of students who attended the remedial classes and those who did not in English, Mathematics & Science. Hence, the remedial measures given them in the said subjects were not effective.
3. The group means of the students? grades for those who attended the remedial classes and those who did not, and the group means of each subject area for the three year levels in English, Mathematics, and Science were subjected to analysis of variance (ANOVA). Considering that both F values are below the tabular values of F.99 at (1,2) of 98.5 and F.99 at (2,2) of 99 respectively, the remedial measures given them in said subjects did not have an effect on the performances of students as compared between subjects and as compared for those who attended the remedial classes and those who did not. Hence, the remedial measures given them in the three subjects were ineffective.
4. It has been gleaned in this study that the CIT-HS Departments? Remedial classes have been carried out in almost similar manner in which classes are operated in the regular school year. Teachers assigned to handle remedial classes operated without a pre-determined structure for remedial teaching. Likewise, the remedial classes proceeded without diagnoses of individual/specific student difficulties. Remedial classes were therefore not designed according to differentiated area(s) of difficulty. Through this study, it has been found that the existing remedial classes of CIT-HS were ineffective.

CONCLUSION

There is no significant difference in the compared mean academic performance of students who attended the remedial classes in English, Mathematics & Science and those who did not.
The CIT-High School Remedial Program classes are not structured based on theories and factors that encompass effective remediation. Because of this, the students? academic achievement may likewise be affected. A well-structured program implemented by well-trained teachers who use the proper and varied teaching methods would surely respond to the needs of low achieving students.

RECOMMENDATION

Based on the findings of the study, the researcher recommends the following to the CIT Administration and Faculty:
1. There is a need to propose the herein remedial program for the CIT-HS Department considering its remedial classes to be ineffective and the pressing need to help the students with academic performance problems.
2. Consequently, there is a need to implement the proposed remedial program for school year 2002-2003.
3. The low-achieving students should be given remedial instruction the soonest possible time, probably after their first grading grades are issued to improve the academic performance in the succeeding grading periods.
4. The Remedial Program shall not be offered only to borderline students (low-achievers), but also for those students with failures and other students who may also be recommended by their teacher to take the remedial course. If traditional teaching does not work for them, they will be retaught and given treatment through the remedial classes.
5. To assure the effectivity of the proposed program, full cooperation of teachers must be sought for them to be receptive to the retooling sessions, and for the parents and administration to support the program.
6. The full support of the school administration is needed to establish an institution-wide commitment to remediation. It should provide for the inclusion of the counseling component in the remedial program and the use of computer-aided instruction to supplement regular instruction.
7. Assessment of the usefulness and effectivity of the program through an evaluative study/ research be made continuously.
The researcher likewise recommends to future researchers the findings of this study which identify the factors which contribute to an effective remedial program.