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UCU GS Research Journal
REMEDIAL INSTRUCTION IN ENGLISH GRADE 8
GLENA GLENZ A. MEDIANA

This study sought to determine the extent of remedial instruction in English Grade
8 in the identified public secondary schools from 6th Congressional District of Pangasinan S.Y
2015-2016. Specifically, this study sought to answer the following questions: Problem Number
1 dealt on the profile of the respondents in terms of: age; sex; civil status; highest educational
attainment; length of service; and number of relevant trainings and seminars; Problem Number
2 determined the extent of remedial instruction in English 8 along: Innovative instructional
materials; Innovative strategies and Teaching styles. Problem Number 3 determined whether
there are significant relationship between the profile variables and the extent of remedial
instruction in English along innovative instructional materials, strategies and teaching styles.
Problem Number 3 dealt on the problems encountered by the teachers, students and parents
in the remedial instruction in English Grade 8. and finally, problem number 4 dealt on the
intervention measures to improve the remedial practices of teachers.
Based on the findings, respondents are female dominated, single and with the age
bracket of 31-40 years old, with less than 5 years in the service and attended division level
trainings only, presently have units in master’s program. In terms of the remedial classes, the
respondents often practiced different innovative strategies where they encountered moderately
serious problems. However, during remedial classes, they “often” practiced different innovative
instructional materials (3.83), innovative strategies (3.65) and teaching styles (3.62), teachers
and students encountered “moderately serious” problems while parents encountered “serious”
problems during remedial classes.
Based on the findings, the following conclusions were drawn: English teachers are of
middle adults, female dominated and single. Currently enrolled to graduate courses, neophyte
teachers division trainings related to English. They have good practices in preparing their
instructional materials and equipped with innovative strategies and teaching styles needed
during their remedial classes.
In light with the findings and conclusions, the following recommendations were deemed
essential and suitable: Teachers are encouraged to finish their master’s degree courses and
attend trainings relevant to their field of specialization. School administrators should periodically
monitor the performance of teachers not only in the classroom set up but also during remedial
classes to identify strengths for sustenance and weakness that needs to be address. Continuous
partnership between and among the teachers, parents and students should be undertaken
through collaborative and consultative activities as this will greatly contribute to the success of
the students academically. The proposed action plan is highly recommended for a try-out as this
will served as guide in improving their performance of teachers during remedial classes.
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