THE EFFECT OF REMEDIAL CLASS TO READING AND WRITING PERFORMANCE

OF GRADE 7 REMEDIAL CLASS STUDENTS

A Thesis Presented to the Faculty Staff of

Bungsuan National High School

Bungsuan, Dumarao, Capiz

In Partial Fulfillment of the Requirement

For the Research Project

Thricia Salvador

MARCH 2019
 The Effect Of Remedial Class To Reading And Writing Performance

Of Grade 7 Remedial Class Students

Thricia Salvador, Jean Salvador, Beverly Funa

Chapter 1

Introduction to the Study

Chapter 1 is made up of five parts; namely; (1) Background

and Theoretical Framework of the Study, (2) Statement of the

Problem and the Hypotheses, (3) Significance of the Study, (4)

Definition of Terms, and (5) Scope and Delimitation of the Study.

Part One, Background and Theoretical Framework of the Study,

presents the introduction, discusses the rationale, for

conducting the investigation, and presents the theoretical

framework, which serves as the study’s frame of reference.

 Part Two, Statement of the Problem and Hypotheses, gives the

main problem and the specific questions of the study that seeks

for an answer. It also presents the hypotheses to be tested.

Part Three, Significance of the Study, provides explanation

on what benefit each stakeholder will have on the research

results.

Part Four, Definition of Terms, gives the meaning of the

important terms used in the study conceptually and operationally.

Part Five, Scope and Delimitation of the Study, sets the

scope of the research in terms of research design, participants,

sample size and sampling procedure, locale, data gathering

instruments and statistical tools employed in the analysis of

data.

Background and Theoretical Framework of the study

Reading and writing are the most important skills in all

curriculum and it gives many benefits for us. Reading is the

window of the world. It is also one of the basic aspects of every

individual. As observed by the researcher remedial class is the

most essential and accurate way to improve the reading and

writing performance of students who didn’t know how to read and

write simple words.

The National Center for Education Statistics (2005)

defines remedial education as instruction for a student lacking

those reading, writing, or mathematics skills necessary to

perform college-level work at the level required by the attended

institution. (https://www.enotes.com/research-starters/remedial-

education Date Retrieved: June 23, 2018)

By reading, people can get more knowledge and

information from books, magazines, newspapers and others. Reading

is the most competent in learning process and social interaction

because, first, reading is an indispensable communication tool in

a civilized society. Second that the reading materials produced

in any period of time in history most influenced by social

background. Thirds, developments, those over the period of the

recorded history of reading has led to two very different poles.

(https://eprints.umpo.ac.id/1440/2/2CHAPTER%201.pdf Date

Retrieved June 23, 2018)

Richard and Renandya (2009) stated that writing is the most

difficult skill for second language and foreign language

learners. Furthermore, they claim that writing is not only

generating and organizing ideas of our mind, but also translating

these ideas into readable text. Based on their arguments, it

seems common that many learners particularly those of foreign

language learners have some degrees of difficulties in writing.

Therefore, some efforts need to be done in order to maintain or

improve student’s writing skill.

Brown (2010) stated that writing skill has become

indispensable and has high significance in this global

literature. As it has been known that business transactions,

records, legal documents, political and military agreements are

written by those who are expert in their field with sound

knowledge of writing skill.

According to River (2012), many students who have studied

for six or more years of second or foreign language are still

unable to express themselves in a clear, correct and

comprehensible manner in the target language through the four

skills, including writing skill.

Remediation is a massive bottleneck in higher education.

Half of the student who show up at community colleges are not

college-ready and must complete one or more catch-up courses

before they can enter college- level study. Even in the Cal State

System, which takes only the top third of California high school

students, half of all entering students require remediation

(Daniel de Vise 2011).

 The Education Commission of the States reports that only 17%

of students enrolled in remedial English nationally go on to earn

a college degree. That’s a shameful return on what the Gates

Foundation estimates to be a $2.3 billion annual investment in

remedial programs nationally. Virtually every one from president

Obama on down says that we need to increase college graduation

rates to maintain our global economic competitiveness. To do

that, students like those to whom we teach to remedial writing

will have to be recruited in far greater numbers. The burden for

teaching them to write better shouldn’t rest entirely on high

schools. Remediation work is also done in post-secondary

institutions, especially at community colleges, and higher

education needs to do better at fixing the problem they inherit

(Daniel de Vise 2011).

Unfortunately, colleges and universities typically blame

high school for the remedial writing problem, and then do

nothing. Some myopically say the problem can be manage by

lowering standards to raise students passing rates. Still others

demand ever more accountability from the K-12 system (Daniel de

Vise 2011).

The researchers observed that out of 100% there are almost

44.2% remedial students in grade 7 of Bungsuan National High

School who didn’t know how to read and write. According to

their teacher they also didn’t know the proper pronunciation and

they also cannot read simple sentences and even letters in the

alphabet. Well in fact they should know how to read because they

are now in grade 7 and they graduated in elementary. We all know

that their teacher in elementary taught them how to read and

write the letters in the alphabet.

Roth’s Theory of Voluntary Remedial Reading and Writing

Programs, which states that reading and writing programs which

concentrate wholly upon class gains in speed and comprehension to

meet the needs of those students who require help.

Hale (2012) stated that, one important reason for this is

that few programs have been designed with a clear understanding

of the complex nature and wide variety of personal response to

reading and writing instruction. What needs to be better

understood is the great importance of the student’s attitude

towards himself as a person, as a reader, and a writer as well as

a student.

Unless the relationship between such attitudes and reading

difficulties is understood, and unless reading and writing

programs are made flexible enough to accommodate to varieties of

personal response, many handicapped readers and writers may

emerge from reading and writing training programs with reinforced

difficulties, with strengthened incapacities. The conceptual

framework of the study is shown in the Figure 1 below. As can be

seen in the figure, the dependent variables, reading and writing

performance while the independent variable remedial class.

Independent Variable Dependent Variable

Remediation: Performance:

Reading and Writing Reading and Writing

Skills Skills

Figure 1. A schematic diagram showing the relationship that

exists in the remedial class in the reading and writing
performance of Grade 7 students in Bungsuan National High School.

Statement of the Problem

Generally, the study aimed to investigate the correlation

between remedial class on student’s reading and writing skills.

More specifically, it sought to provide answers to following

question:

1. What are the reading performance of remedial class student’s

in the pre-test and post-test?

 2. What are the writing performance of remedial class student’s

in pre-test and post-test?

3. Is there significant difference in the pre-test and post-

test in the reading performance of remedial students?

4. Is there significant difference in the pre-test and post-

test in the writing performance of remedial class students?

5. Is there significant relationship between reading and

writing skills of remedial class students?

Based on the aforementioned problems, the following

hypotheses were tested:

1. There is no significant difference in the effect of remedial

class on student’s reading and writing skills.

2. There is no significant relationship in the effect of

remedial class on student’s reading and writing skills.

Significance of the Study

This study aimed to generate information about the effect of

remedial class on student’s reading and writing skills which may

be beneficial to following entities:

 Teachers. The findings may be valuable to the teacher for

they will be aware of the effect of remedial class on the

student’s reading and writing skills. Such awareness may give

them ideas or information which will be helpful to determine that

remedial class may affect the reading and writing skills of

students.

Students. Likewise, this study will provide valuable

information to the students on how remedial class may improve

their reading and writing performance.

Future Research. The findings obtained in the present study

will serve as a baseline data for similar studies in the future.

The result of the study will provide ideas and awareness to the

researchers that remedial class may affect the reading and

writing skills of students.

Definition of Terms

For a clearer understanding of this study, some terms were

defined conceptually and operationally as follows:

 Remedial Class refers to the instruction provided to

students who need more support in core areas such as reading and

mathematics.(merriamwebster.com, Date Retrieved: 07/01/18)

In this study, “Remedial Class” referred to the scored

obtained by the students in a 15 item researcher made survey

questionnaire on effect of remedial class to the students to be

responded to as (5) very high, (4) moderately high (3) high

(2)low and (1) very low to be interpreted as (12.01-15.00) highly

evident (9.01-12.00) moderately evident (6.01-9.00)evident (3.01-

6.00) less evident (1.00-3.00) not evident.

There are two kind or remediation the reading and writing

skills. The following areas follows:

Reading Skill refers to the process of looking at a series

of symbols and getting the meaning from them.

(https://www.englishclub.com/reading/what.htm, Date Retrieved:

07/01/18)

In this study, “reading skill” referred to the scored

obtained by the students in a 15-item researcher made test based

on the given words by the remedial teacher to be responded to as

(5) very high, (4) moderately high (3) high (2)low(1) very low

to be interpreted as (12.01-15.00) highly evident (9.01-

12.00) moderately evident (6.01-9.00) evident (3.01-6.00) less

evident (1.00- 3.00)not evident.

Writing Skill refers to the method of representing

language in visual or tactile form.

(https://www.omniglot.com/writing/definition.htm, Date Retrieved:

07/01/18)

In this study, “writing skill” referred to the scored

obtained by the students in a 10-item researcher made

questionnaire on the effect of remedial class to the writing

skills of students to be responded to as (5)very high , (4)

moderately high (3) high

(2) low (1) very low to be interpreted as (12.01-15.00) highly

evident (9.01-12.00) moderately evident (6.01-9.00) evident

(3.01-6.00) less evident (1.00-3.00) not evident.

Scope and Delimitation

This correlational research was conducted to ascertain the

effect of remedial class on the student’s reading and writing

skills of Grade 7 students of Bungsuan National High School.

 The dependent variable of this study was the reading and

writing performance of students while the independent variable

was the remedial class. The participants of the study were the

fifty two (52) Grade 7 students.

The statistical tools to be used in data analysis were the

mean, standard deviation, Pearson’s correlation and the one-way

ANOVA. All inferential tests were set as .05 alpha levels.