ABSTRACT
This study was conducted to find out the stakeholders’ support on schools’ remediation program as basis for policy recommendation in the Schools Division of Iloilo City during the school year 2024-2025. The research method utilized is a descriptive method using in-depth interviews. There were thirty-one (31) participants in the study. Based on the results of the study, the stakeholders’ views on schools’ remediation program were useful to learners’ needs. They aimed to improve school facilities and resources, provide quality instruction, and opportunity to be creative. As to how stakeholders extend their support to the remediation program, the results revealed: showing commitment to serve, facilitating financial needs and moral support, having open communication, actively engaging with learners, and providing feedback on its effectiveness. Furthermore, the study stated that the support extended by the stakeholders on the school’s remediation program may help improve learners’ needs, provide enough learning materials, give extra time to students, strengthen collaboration opportunities, and build relationships with learners.
Keywords: Stakeholders’ support, schools’ remediation program, policy recommendation
INTRODUCTION
Background of the Study
Stakeholder support in school remediation programs plays a crucial role in helping learners develop the skills necessary to enhance their academic abilities. Schools serve as dynamic environments that bring together parents, teachers, learners, and other stakeholders, fostering collaboration in teaching, learning, and implementing educational reforms mandated by the Department of Education (Ciocon, 2019).
Remediation programs are primarily designed to assist learners who face challenges in specific subjects or academic areas. These programs aim to bridge learning gaps and enhance students' performance (Rawe, 2024).
In the Philippine context, a remedial teacher possesses specialized training and skills to improve students' reading and numeracy abilities. Such educators support learners who are struggling by providing targeted assistance to promote their academic growth (International Reading Association, 2019).
Reading is regarded as an essential skill, with approximately 80% of human activities involving reading. Hence, it is important to guide students in selecting suitable reading materials for both personal and academic purposes, as reading serves as a foundational tool for learning across various disciplines (Villamin, 2019).
Flavel (2019) stated that general knowledge plays a significant role in guiding readers to monitor their comprehension by employing specific strategies that align with their learning objectives. Different types of information necessitate varied processing approaches, placing diverse demands on learners.
Furthermore, remediation programs are implemented both within and beyond the classroom setting to enhance learners’ reading skills. Teachers are encouraged to consider learners' varying needs, taking into account their age and proficiency levels. Additionally, integrating learner-related contexts into lessons can boost students' motivation to read (Farell, 2019).
In the same way, motivation to read and reading achievement are higher when the classroom environment is rich in reading materials and includes books from an array of genres and text types, magazines, the Internet, resource materials, and real-life documents (Gambrell, 2019).
Hadfield (2021) believed that stakeholders’ teamwork and partnership with the school are the most significant factors on the success implementation of the program, however, this year’s changing circumstances call for a great flexibility and challenges as learning moves from home to school and back again. Teaching reading skills could be easy when taught with nuances strengths with nuances and strategies with continuous practice (Gacho, 2019).
On the other hand, remedial reading teachers are front runners in elevating the reading achievement of learners in schools Villamin (2019).
As a private school teacher, it is deemed appropriate for her as a remedial reading teacher in our school to observe each learner in a variety of situations. Minimizing risks, dealing with stress, worrying about the implementation of schools’ programs, and learners’ reading and writing skills have become the top recurring concerns during remedial reading class with the support from other stakeholders.
Hence, the researcher is determined and find out the experiences and challenges encountered by remedial reading teachers on stakeholders support in the remediation program as basis for policy recommendation in the five private schools in Iloilo City during the school year 2024-2025.
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