Assessing the Efficacy of Remediation-Based Learning and Teaching Strategy for Enhancing Secondary School Students Learning of Difficult Physics Concepts

Abstract

This study investigates the effectiveness of a remediation learning strategy in improving the performance of Ordinary level secondary school students in physics. A total of sixty-seven students from G.S Mushongi in Kirehe District participated in the research. The study used a Physics Achievement Test to collect data, with students undergoing pre-tests and post-tests. The collected data underwent comprehensive analysis, employing descriptive and inferential statistics, presented using Microsoft Excel and SPSS version 21.0 software. The results revealed a highly statistically significant improvement (p < .001) in the mean performance of Ordinary level students (senior one, senior two, senior three), irrespective of gender. However, a noticeable gender disparity emerged among senior two students, with male students exhibiting a statistically significant advantage (p < .05, η = .059) over their female counterparts. No statistically significant difference (p > .05) was observed among male and female students in senior one and three after implementing remediation-based learning. To conclude, this research underscores the importance of targeted remediation learning strategies in enhancing academic performance, emphasizing the necessity for integrating different learner-centered approaches to address specific challenges students face in learning difficult physics concepts. Keywords: Remediation-based learning and teaching strategy, quantitative research design, Gender, Physics achievement test, difficult Physics concepts