EXPLORING REMEDIAL TEACHING INTERVENTIONS FOR STUDENTS FACING PERSISTENT LEARNING CHALLENGES

Abstract

This study investigates remedial teaching interventions for students experiencing persistent learning challenges, emphasizing their pedagogical foundations, implementation practices, and contextual barriers. Drawing on a survey of 300 teachers, the research identifies strong awareness of remedial teaching concepts, with widespread application of multisensory strategies, scaffolding, and diagnostic assessments. Teachers demonstrated positive attitudes toward the role of remediation in fostering academic recovery, self-efficacy, and inclusion, though constraints such as time, class size, limited resources, and insufficient professional training remained critical impediments. Findings indicate that public school and rural teachers exhibit comparatively stronger alignment with remedial practices, while teacher experience further enhances effectiveness. Grounded in Response to Intervention, Differentiated Instruction, and socio-cognitive theories, this work highlights that remedial education is not merely supplementary but an essential dimension of equitable schooling. The study recommends systemic investment in professional development, institutional support, and resource provision to optimize remedial teaching as a sustainable strategy for educational equity.