Remedial Teaching Practices of Teachers and Learning Progressions of Learners in Public Elementary Schools

Abstract

This study aimed to determine the significant relationship between remedial teaching practices and learning progressions in public elementary schools. A descriptive-correlational research design was employed, involving 98 teachers selected from 17 public elementary schools in Caraga District, Division of Davao Oriental. The sample was determined using Slovin’s formula with a 0.05 margin of error from a population of 130 teachers, and simple random sampling (fishbowl technique) was used for respondent selection. Data were gathered through standardized questionnaires administered via face-to-face surveys. The responses were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that both remedial teaching practices (M = 4.30, SD = 0.58) and learning progressions (M = 4.37, SD = 0.43) were rated as very extensive by the respondents. Correlation analysis indicated a significant positive relationship (r = 0.68, p = 0.000) between the two variables. Furthermore, regression analysis showed that the domains of remedial teaching—instruction, assessment, and support, significantly influenced learning progressions (R = 0.68, p = 0.000). Based on these findings, it is recommended that school administrators prioritize professional development programs that strengthen teachers’ capacity in targeted instruction, effective assessment, and consistent learner support. By improving remedial teaching practices, schools can better support students’ academic growth, particularly those in need of additional learning interventions.