Bridging Learning Gaps: Teachers’ and Students’ Views on Remedial Education in Secondary Schools in Kericho County, Kenya

Eddah Chelang’at Sang, Benson N. Kinuthia & Jane Genga Ayiemba
University of Eastern Africa, Baraton, Kenya
Email: sanged@ueab.ac.ke

Abstract: Remedial classes have been acknowledged as an essential element in the learning process. Remedial classes have however focused on the development with less consideration of how they are viewed by the teachers and students. This research was both a quantitative and qualitative research. This study examined the teachers’ and students’ perceived effectiveness of remedial classes on the academic performance of secondary school students in Kericho county, Kenya. This study used the correlational research design as it helped to show the degree of correlation between the remedial class ratings and the students’ performance. The study targeted secondary schools in the six sub-counties of Kericho County. The study used stratified sampling to group the six sub-counties in Kericho counties. The researcher also used purposive to select the secondary schools in these six sub-counties. The study focused on markers of remedial classes which include; timing, frequency, and preparation. Data was collected using questionnaires and was analyzed using SPSS software, Levene’s independent T-test analysis and Pearson’s correlation analysis. The study employed Cronbach alpha coefficient to compute the internal consistency and the result was 0.971. The findings showed that students’ academic performance had a significant relationship with the perceived effectiveness of remedial classes in secondary schools. The study recommended that communication between teachers and students should be increased in order to develop a remedial system that favors learning development and brings about mutual understanding between teachers and students.