Abstract

The purpose of this study was to investigate “The Effects of Remedial Classes on Students’ Academic Achievement in Secondary Schools”. The sample consisted of 80 students drawn from G.H.S Bolifamba, P.C.S.S Buea Town, and S.B.H.S in the Buea Municipality. The data for this study was collected with the use of questionnaires, which were answered by students.

Three research questions were formulated, tested, and analyzed by using simple statistics and the percentage methods. The research questions were as follows:

1)         Do teaching methods have an effect on students’ academic achievement?

2)         Do instructional materials affect students’ academic achievement?

3)         Do teachers’ competencies affect students’ academic achievement?

Analyzing the responses, the researcher found out that teaching methods, instructional materials, and teacher’s competence affect students’ academic achievement. Some recommendations, suggestions for further research, and conclusions were made

CHAPTER ONE

INTRODUCTION

Background to the Study

This chapter examines the following issues: Background to the Study, Statement of the Problem, Purpose of the Study, Research Objectives, Research questions, Significance of the study, definition of terms.

Remedial classes are not a new phenomenon in the teaching and learning process. Every day in different areas of society, there are efforts being made it improve the standard of learning and acquisition of knowledge. At the informal level, parents always find time to emphasize certain aspects learned by their children either in school, peers, elders of the community. The future of every country greatly depends on the quality of education her youths receive.

This fact was recognized by the government of Cameroon and ‘Education for All’ has been a major policy in the educational system. Hence, the government has opened many teacher training colleges where more teachers are trained with efforts geared towards bringing education closer to the people.

According to Huges and Huphes (1990), teaching means “causing to learn” hence nothing has been taught until it has been learned”. The provision of remedial classes is a serious and challenging task that teachers need to put in their minds before and while teaching. Thus, a good teacher is not simply one who only knows the methods, approaches, and strategies he would apply so as to be able to get the subject matter across to the learners but also one who is abreast with innovations in these methods, approaches and strategies.

This will enable the slow learners to meet up faster. Therefore, learning difficulties originate from deficiencies either in the child’s heredity or his environment and this can affect his or her progress in school and may even lead to such a child being described as an educational misfit. Therefore, he will need remedial classes.

The cost of remedial teaching for backward learners is greater than that of normal and fast learners. Consequently, teachers have to pay more attention to them and use different teaching methods and teaching aids so that they will be able to acquire knowledge much faster. As the world advances, other ways of learning are being implemented with the use of modern technology in the educational system.

Statement of the Problem

The organization of remedial classes is fast becoming a necessity in every institution of learning because the classroom is a place where children from different backgrounds are being taught; that is, children from rich parents and those from poor parents are taught in the same class. Some students in the same class seem to be lagging behind in the teaching-learning process, whereas they are taught by the same teachers using the same methods and under the same conditions.

Children do not assimilate at the same rate. Some are fast and some are slow. Because of this, there is a need for remedial classes for slow and backward learners so that they can improve on their academic performance and be at the same level of learning as others. This is because all of them are prepared for class tests, exams, and official examinations at the end of the academic year. Hence, this study seeks to find out the effects of remedial classes on students’ academic achievement in secondary schools.

Purpose of the Study

The main purpose of this study is to find out the effects of remedial classes on students’ academic achievement. It equally aims at finding out if teaching methods, instructional material, interest and concentration affect students’ academic achievement.

General Research Objective

To what extent do remedial classes affect students’ academic achievement in secondary schools?

Specific research objectives

1. To find out if teaching methods affect students’ academic achievement in secondary schools
2. To explain how instructional materials affect students’ academic achievement in secondary schools
3. To find out if teachers’ competence affect students’ academic achievement in secondary schools