Academic Consultations and Remedial Classes among Senior High School Students

Abstract

INTRODUCTION

In the modern landscape of educational system, the majority of the classes are heterogeneously grouped. This premise leads to some students being left behind on the lesson and resulting in their poor academic performance. To address this phenomenon, an intervention must be employed. This study aimed to determine the effectiveness of academic consultations and remedial classes among Senior High School Students.

METHODS

This study utilized within-the-subject experimental research design composed of 32 students from the different tracks in the Senior High School of Ungos National High School Extension-Llavac in Llavac, Real Quezon. Purposive sampling was used to determine the subjects of this study. Specifically, the students were selected based on who performed "satisfactory" (80 to 85%) "fairly satisfactory" (75 to 79 %) and "did not meet expectations" (below 75%) in Contemporary Philippine Arts in the Region, Practical Research 2, and Physical Science in the first quarter of academic year 2018-2019. The students’ academic performance which includes written works, performance tasks, and quarterly assessment was tabulated for assessment and evaluation. Lastly, the student-respondents underwent academic consultation and remedial classes.

RESULTS

The Mean Percentage Score (MPS) of the student-respondents increased by 6.17% (Âμinitial=80.65%: σ =2.91 < Âμfinal= 85.63%: σ=5.369; computed t-test (dependent)=6.802 significant at α<0.01, two-tailed) and the average time spent for academic consultations and remedial classes in ten weeks was 6.65 hours. The result shows that there is a high positive correlation (r=0.718, significant at α<0.01, two-tailed; Å•= 1.301x+77.086) between academic consultations and remedial classes and the students' academic performance.

DISCUSSIONS

The academic consultations and remedial classes were effective. Also, the number of hours spent on these interventions affects the students' academic performances. Furthermore, these diminished the students' learning anxiety, decreased drop-out rates, and strengthened the student-and-teacher relationships. Since these consume time and efforts among teachers, students' peer-teaching, collaborative learning, and strengthening of the parent-teachers’ relationship are suggested. In addition, teachers' methodologies and competencies need enhancement to the development of learning modules are recommended. Lastly, the proper assessment of the students' learning styles, academic behaviors, and attendance is advised.