Abstract:
The purpose of this study is to examine the effectiveness of remedial programs employed by the Elementary School of HOPE orphanage in Lebanon. The study aims to do so by assessing students’ academic achievement after remediation as well as stakeholders’ perceptions of the program. The research design employed is a sequential explanatory design. The grades of a purposive sample of 35 students were compared before and after remediation in Reading comprehension and math. In-depth interviews with remedial tutors and observations of remedial sessions followed. Data results from all instruments were triangulated to ensure reliability. Findings indicate that the remedial program is ineffective because remediation is not well-planned, tutors are not qualified, and the allotted time is not dedicated to academic work only. Findings suggest the need for re-designing the remedial program based on diagnostic assessments of students’ academic status and for planning differentiated remedial procedures accordingly.
