Author

Maricel M. Sauro
Cebu Technological University
Cebu, Philippines
Email: sauro_maricel@yahoo.com

Abstract

This study measured the effect of Team-based Remedial Instruction for Science 8 learners at risks of dropping out of Ronda National High School, Ronda, Cebu for the School Year 2017-2018 as for basis for the implementation of the learning module. Specific problems include respondents’ profile; and the respondents’ level of academic performance before and after the implementation of Team-based Remedial instruction. It utilized quasi-experimental method using quantitative analysis. Student’s profile show majority were 16 years old and male students, have combined monthly income of parents between 5,000 and below. Majority of the respondents belonged to a family composed 7 members and above with a majority of having 7 kilometers and above home distance from school. The results of students’ level of academic performance in atomic structure have a description of Fairly satisfactory. The mean difference of between the pretest and posttest is determined using t-test with significance level alpha (α) of 0.05, using two-tailed test, with degrees of freedom at 46, gives critical value of 1.684 and the computed value is 22.92 which is greater than critical value. Decision is to reject H0. Similarly, there is significant difference in the attendance before and after the implementation of team-based remedial instruction. Students’ level of performance in Atomic Structure and Periodic table of Elements got verbal description “Fairly Satisfactory” after using the Team- based Remedial instruction. As concluded in this study, test results showed significant difference in the application of Team-based Remedial instruction in teaching Chemistry, therefore it is effective and deemed implementable. It is therefore recommended that team-based remedial instruction implementation be initiated.

Keywords: Chemistry teaching; team-based remedial instruction; quasi-experimental research; Ronda, Cebu, Philippines

DOI: http://doi.org/10.69651/PIJHSS0404567

Recommended citation:

Sauro, M. M. (2025). Team-based remedial instruction for Science 8 Learners At Risk of Dropping Out (LARDO). Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6154-6163. http://doi.org/10.69651/PIJHSS0404567

Read the full text

References

Atkinson, C. L. H. (1998). An analysis of the impact of success for all on reading, attendance, and academic self-efficacy with at-risk elementary school students (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg, VA.

Bilocura, J. A. D., & Guia, A. (2012, October 18). Chapter II: Review of related literature. Retrieved from https://sites.google.com/site/bilocuraandguia/notes/chapteriireviewofrelatedliteratureandstudies

Brame, C. J. (n.d.). Team-based learning. Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/team-based-learning/

Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2016). Implementation of team-based learning in year 1 of a PBL-based medical program: A pilot study. BMC Medical Education, 16, 55. https://doi.org/10.1186/s12909-016-0550-3

Campo, P. C., et al. (2013). Science grade 8 learner’s module (1st ed., pp. 171–220). Vibal Publishing House, Incorporated.

Cobb-Clark, D. A., & Moschion, J. (n.d.). The impact of family size on school achievement: Test scores and subjective assessments by teachers and parents. Melbourne Institute of Applied Economic and Social Research, University of Melbourne.

Cook, E., Kennedy, E., & McGuire, S. Y. (2013, July 11). Effect of teaching metacognitive learning strategies on performance in general chemistry courses.

Deborah, A. C.-C., & Julie, M. (n.d.). The effect of family size on school achievement: Test scores and assessments by teachers and parents. University of Melbourne.

Ediger, M. (2005). Teaching science successfully. Discovery Publishing House.

Elzbieta, C., Kennedy, E., & McGuire, S. Y. (2013). Effect of teaching metacognitive learning strategies on performance in general chemistry courses.

Espinosa, A., Monterolla, S. L., & Punzalan, A. (2013). Career-oriented performance tasks: Effects on students’ interest in chemistry. Asia-Pacific Forum on Science Learning and Teaching, 14(2), Article 12.

Fuller, M. D., et al. (2010). A review of remediation programs. Retrieved June 3, 2012, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2856414/

Graesser, A. C., McNamara, D. S., & VanLehn, K. (2010, June 8). Scaffolding deep comprehension strategies through Point & Query, Auto Tutor, and iStart.

Guido, M. (2016). 5 advantages and disadvantages of problem-based learning [+ activity design steps].

Huggins, C., & Stamatel, J. (2015). An exploratory study comparing the effectiveness of lecturing versus team-based learning. Teaching Sociology, 43(3), 227–235.

Ipatenco, S. (n.d.). The factors affecting a pupil’s progress in school. Retrieved from http://education.seattlepi.com/factors-affecting-pupils-progress-school-3745.html

James, M. (n.d.). Causes of high school dropouts. Retrieved from http://teens.lovetoknow.com/Causes_of_High_School_Dropouts

Jones, D. J. (2006). The impact of student attendance, socio-economic status, and mobility on student achievement of third-grade students in Title I schools (Unpublished doctoral dissertation).

Lapus, J. (2009, September 3). DepEd: NAT results show steady improvement. ABS-CBN News. Retrieved December 18, 2017, from https://www.abs-cbnnews.com/nation/youth/099/03/09/deped-nat-results-show-steady-improvement

Liftoff Learning. (2017). Why kids drop out of high school and how to prevent it.

Magliwang, E. (2011). Teaching chemistry in context: Its effects on students’ motivation, attitudes, and achievement in chemistry.

Magno, M. C., et al. (2006). Chemistry, science, and technology textbook for third year (Reprint ed., pp. 243–309).

Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups. Greenwood Publishing Group.

Mosher, G. A. (2013). Formation and development of effective student teams to facilitate team-based learning.

Mushtaq, I., et al. (2012). Factors affecting students’ academic performance. Double Blind Peer-Reviewed International Research Journal.

Nadia, R., et al. (2015). Team-based learning and life skills: A qualitative study from psychological students’ point of view.

Norris, T. A. (2000). A longitudinal study of predictors of student achievement related to socio-economic status, race/ethnicity, attendance, and student mobility (Unpublished doctoral dissertation). University of Nebraska, Omaha, Nebraska.

Palmer, P. B. (2013, April 1). Student perceptions and effectiveness of team-based learning in anatomy.

Phineas, R. (2018). 10 barriers to education around the world. Retrieved from https://www.globalcitizen.org/en/content/10-barriers-to-education-around-the-world-2/

Poongothai, S., et al. (n.d.). Remedial teaching substantially enhances retention and academic performance.

Remedial teaching. (n.d.). Retrieved from https://www.turku.fi/en/daycare-and-education/basic-education/support-learning-and-school-attendance/pedagogical-support-1

Rueckert, P. (2018). 10 barriers to education around the world.

Sibley, J., & Ostafichuk, P. (2013). Cooperative learning: Strategies and benefits for student engagement.

Stover, D. (2000). The mobility mess of students who move. Education, 61–64.

Sternberg, R. J., et al. (n.d.). Giftedness and talent in the 21st century: Adapting to the turbulence of globalization.

Whitley, H. P., et al. (2015). Practical team-based learning from planning to implementation. American Journal of Pharmaceutical Education, 79(10), 149. https://doi.org/10.5688/ajpe7910149

Yuretich, R., & Karner, J. (2015). Examining the effectiveness of team-based learning (TBL) in different classroom settings. Journal of Geoscience Education, 63(2), 147–156.