Remedial teaching and quality learning in selected universal primary education schools

Abstract

The study investigated the effectiveness of remedial teaching as a strategy for improving quality learning in selected Universal Primary Education (UPE) schools in Moroto Municipality. Specifically, it examined the different forms of remedial teaching, their use in enhancing quality learning, and the challenges faced in providing remedial teaching along with potential solutions. A cross-sectional research design combining both qualitative and quantitative methods was used, targeting six UPE schools across the two divisions of Moroto Municipality. Purposive sampling and stratified random sampling were employed to select study sites and respondents. Data were collected via questionnaires, interviews, document analysis, and classroom observation, and analyzed using both quantitative and qualitative techniques. The findings revealed that the overall quality of learning in UPE schools in Moroto Municipality remains low and has not significantly improved due to remedial teaching. This is largely because the majority of selected teachers lacked adequate knowledge and skills to effectively apply remedial teaching strategies to enhance learners' quality of learning. However, the study also established a strong positive relationship between effective remedial teaching and quality education. Where teachers were able to implement remedial teaching properly, learners demonstrated improved reasoning abilities, better discipline, enhanced values and attitudes, greater creativity, and emotional development. The study further indicated that teachers require support, such as supervision, collaboration, and professional development, to effectively deliver remedial teaching. Consequently, it recommends providing continuous support and fostering a collaborative learning community to enhance teachers’ effectiveness in remedial teaching, thereby improving quality learning in UPE schools