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This study sought to establish the factors that contribute to remedial teaching in primary
schools in Kahama Town Council in Tanzania. The study was guided by two theories:
Gean Piaget Cognitive Development Theory and Constructivism Learning. Under mixed
research approach, a descriptive survey research design was adopted. A sample size of
100 respondents participated in the study. Using descriptive survey design, the study
surveyed randomly 50 pupils and purposively 1 District Education Officer (DEO), 1
Ward Education Officer (WEO), 3 Heads of Schools, 12 school class teachers and 3
parents. Methods used to collect data were questionnaires and interviews. The study
established that poor attendance of pupils at school due to illness, poor coverage of the
syllabus, preparation for examinations especially national examinations and truancy of
the pupils. Also, it found that remedial teaching is the government strategy towards
improving quality of education and output in primary schools. Further, the findings
disclosed that the class lessons not well understood, helping the slow learners, enhancing
syllabus coverage to the teachers, enhancing self-learning to the pupils and improvement
of the pupils’ skills and knowledge in learning would be good ways to reduce the need
for remedial teaching in primary schools. Moreover, it was realized that factors that
hinder remedial teaching in primary schools include: inadequate teaching and learning
materials, incompetence of the remedial teachers, lack of effective monitoring and
evaluation, overcrowded classrooms and lack of incentives for teachers. Despite of these
challenges, the study suggests to do remedial teaching in primary schools for
improvement of students’ learning. |
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