The Effectiveness of Remedial Teaching on Students’ Proficiency in the English Language

This study probed the effect of Remedial Instruction in English Programs in raising the level of the English Proficiency of students using a Pre-test/ Post-test Quasi-Experimental Design and the Sequential Explanatory Design. After determining the English proficiency level of the participants based on their CAT scores in English, ten (10) students (Experimental Group) were randomly chosen to undergo a 12-week Remedial Instruction Program, and ten (10) students for the Controlled Group were chosen as a basis for comparison. The data used in assessing the effectiveness of the program from both groups were collected using a 90-item English proficiency test, and a two-part questionnaire composed of a 20-item survey questionnaire. A semi-structured interview using an open-ended questionnaire was administered to the Experimental Group to determine their perception of the effectiveness of the program. Descriptive Statistics, Paired- Samples T-test, and Thematic Analysis were the tools and methods used to analyze the data. The quantitative assessment revealed that the program had a significant effect on the Experimental Group students’ English proficiency. On the other hand, the qualitative data revealed that the English program was effective as it helped learners improve their competencies in English.