The Students’ Reliance on Remedial Classes and its Impact on their Academic Achievement The Case of the Second Year Students at Medjaoui Hebri Secondary School Remchi-Tlemcen.

Abstract

The increasing reliance of students on remedial classes had provoked considerable discussion about their effectiveness in improving academic performance. This research examine the role of remedial education in supporting learners who face challenges in traditional classroom environments, focusing on its foundational pedagogical principles, psychological factors, and measurable outcomes. The study begun by defining key concepts related to education, teaching, and learning, while also examining essential teaching strategies, including teacher-centered, learner centered, content-focused, and interactive methods. Additionally, it explored significant learning theories such as behaviorism, cognitivism, and constructivism. An essential aspect of this research is the evaluation of the psychological and social elements that influence student experiences in remedial settings, including anxiety, motivation, self-esteem, the dynamics between teachers and students, and the role of parental involvement. By contrasting traditional classrooms with remedial ones, the study emphasized variations in structure, teaching methods, and educational results. The research examined the positive and negative impact of remedial classes, analyzing whether these interventions truly enhance academic achievement or inadvertently encourage these classes. A questionnaire was administered to second year students of secondary school foreign language classes. A structured interview was conducted to the teachers, a pre-test and post-test were given. The researcher administered the exam in the first and the second semesters to figure out the improvement of the students. The triangulation of results showed that most students rely on remedial classes. Ultimately, remedial classes provide a sustainable solution for enhancing academic performance or if other methods should be explored to more effectively assist at-risk students.