Remedial Learning Program on Students' Improved Learning Outcomes: A Reference to Rwanda's Initiative in Basic Education
DOI:
https://doi.org/10.58197/9sasp385Keywords:
Educational policy, Learning Outcomes, Remedial Learning, Teaching and Learning Materials (TLMs), Teaching at the Right levelAbstract
The remedial learning program in Rwanda was set as part of the government's education policy to strengthen educational outcomes for primary education. This initiative addresses the academic challenges that primary school learners face, especially in lower primary. Thus, a study assessing a remedial learning program's impact on students' learning outcomes in basic education in Rwanda. Using a mixed-methods approach, this study purposefully selected 20 primary school teachers, 100 students, 10 school leaders, 10 parents, and 10 education stakeholders (NGO staff) from across Rwanda, representing four provinces and the city of Kigali, to ensure both regional diversity and National relevance. In total, the study engaged 150. Quantitative data were analyzed in Microsoft Excel, while qualitative data were analyzed thematically. The findings revealed that students' performance was boosted to some extent by the program itself, particularly in foundational areas such as literacy and numeracy. However, key challenges affecting learning outcomes include overcrowded classrooms, learner absenteeism, and a shortage of teaching and learning materials (TLMs). Additionally, the study emphasized the importance of creating personalized, interactive, and scaffolded learning environments in which learners support each other with appropriate guidance.
References
Board, R. B. E. (2020). General Guide to Remedial and Catch up Program for Learners at Risk of Dropout.
Balkan, S., & Küçüktepe, C. (2021). Evaluation of class teachers' opinions on the remedial program in primary schools (RPPS). European Journal of Alternative Education Studies, 6(1).
Banerjee, A., Banerji, R., Berry, J., Duflo, E., Kannan, H., Mukerji, S., Shotland, M., & Walton, M. (2016). Mainstreaming an effective intervention: Evidence from randomized evaluations of "Teaching at the Right Level" in India (No. w22746). National Bureau of Economic Research. https://doi.org/10.3386/w22746
Bauman, K., & Tuzhilin, A. (2018). Recommending remedial learning materials to students by filling their knowledge gaps. MIS Quarterly, 42(1), 313–A7.
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575.
Bubikova-Moan, J., Næss Hjetland, H., & Wollscheid, S. (2019). ECE teachers' views on play-based learning: A systematic review. European Early Childhood Education Research Journal, 27(6), 776–800.
Buchmann, C., DiPrete, T. A., & McDaniel, A. (2008). Gender inequalities in education. Annual Review of Sociology, 34(1), 319–337.
Caruth, G. D. (2013). Demystifying mixed methods research design: A review of the literature. Online Submission, 3(2), 112–122.
Chapin, J., & Warne, V. (2020). Gender responsive pedagogy in higher education: A framework. International Network for Advancing Science and Policy (INASP).
Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 21(3), 431–441.
Guiro, J. E., & Stanso, R. V. (2024). Best practices in the implementation of the remedial reading program. International Journal of Advanced Multidisciplinary Studies, 4(5).
Guile, D. (2010). Learning as remediation. In The learning challenge of the knowledge economy (145–165). Brill.
Fhi360. (2023). Targeted and Remedial Instruction in Foundational Skills.
Kanamugire, C., & Rutakamize, J. (2008). The remedial programme for out-of-school and drop-out children in Rwanda. Prospects, 38, 237–246.
Kituu, S., Matee, J. M., & Koech, P. K. (2022). Influence of core competencies nurtured in competence based curriculum on creativity learning outcomes among grade four pupils in Makueni County, Kenya. Journal of Popular Education in Africa, 6(10), 104–121.
Kremer, M., Brannen, C., & Glennerster, R. (2013). The challenge of education and learning in the developing world. Science, 340(6130), 297–300.
Malet, R. (2018). Politics of professionalization of teaching: Contemporary development and variations of uses. In Education policies and the restructuring of the educational profession: Global and comparative perspectives (pp. 27–42).
Masferrer, J. R., Herbert, J. H., Gómez, J. C., & Hernández, D. F. O. (2012). Innovatio educativa tertio millennio: 12 years evolving from learning to teaching in courses on educational innovation and collaboration with the UNESCO Chair of Mining and Industrial Heritage. In EDULEARN12 Proceedings (3732–3741). IATED.
Mitasari, M. (2023, August). The principles of teaching at the right level (TARL) approach in a new learning paradigm of Indonesian context. In Proceeding the Second English National Seminar: Exploring Emerging Technologies in English Education (pp. 42–47). LPPM Press STKIP PGRI Pacitan.
Moore, D. W. (2007). Direct instruction: Targeted strategies for student success. National Geographic, 1–3.
Moriña, A. (2019). Inclusive education in higher education: Challenges and opportunities. In Postsecondary educational opportunities for students with special education needs (3–17).
Mukagiahana, J., Sibomana, A., & Ndiritu, J. (2024). Teachers' understanding of gender responsive pedagogy and its application in teaching process: Case after teacher training program interventions in Rwanda. Journal of Pedagogical Research, 8(1), 280–293. https://doi.org/10.33902/JPR.202423067
Nathalie, L., Emily, M., Y.,L. (2022). Remedial Education: models and approaches for successful impact on student achievement, 1–12.
Nurfaidah, S. (2018). Vygotsky' s Legacy on Teaching and Learning Writing as Social Process, 4, 149–156.
Parker, R., Thomsen, B. S., & Berry, A. (2022, February). Learning through play at school – A framework for policy and practice. Frontiers in Education, 7, Article 751801. Frontiers Media SA. https://doi.org/10.3389/feduc.2022.751801
Ralabate, P. K. (2011). Universal design for learning: Meeting the needs of all students. The ASHA Leader, 16(10), 14–17.
Rauhala, R. A. (1982). Remedial teacher as cooperator: Finland. The Reading Teacher, 35(4), 412–417.
Rwanda Basic Education Board. (2020). General guide to remedial and catch up program for learners at risk of repetition and dropping out. Kigali.
Rai, H., & Penjor, S. (2020). The Impact of Remedial Class on Students' Learning Achievement, (2), 27–34.
Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland? Teachers College Press.
Schwartz, A. C., Working, G. P. E., & Series, P. (2012). Remedial Education Programs to Accelerate Learning for All, (11), 1–64.
Shabani, K. (2010). Vygotsky' s Zone of Proximal Development : Instructional Implications and Teachers' Professional Development, 3(4), 237–248.
Shaw, J. (2008). Teachers working together. In Learner and teacher autonomy. John Benjamins.
Stubbs, S. (2008). Inclusive education: Where there are few resources. The Atlas Alliance.
Stuart, E. A., & Ialongo, N. S. (2010). Matching methods for selection of participants for follow- up. Multivariate Behavioral Research, 45(4), 746–765.https://doi.org/10.1080/00273171.2010.503544
Sibomana, A., Karegeya, C., & Sentongo, J. (2021). Effect of Cooperative Learning on Chemistry Students Achievement in Rwandan Day-Upper Secondary Schools. Europian Journal of Educational Research, 10(4),2079-2088. https://doi.org/10.12973/eu-jer.10.4.2079
Tümay, H. (2016). Reconsidering learning difficulties and misconceptions in chemistry: Emergence in chemistry and its implications for chemical education. Chemistry Education Research and Practice, 17(2), 229–245. https://doi.org/10.1039/c6rp00008h
Zaza, S., Wright-De Agüero, L. K., Briss, P. A., Truman, B. I., Hopkins, D. P., Hennessy, M. H., & Task Force on Community Preventive Services. (2000). Data collection instrument and procedure for systematic reviews in the Guide to Community Preventive Services. American Journal of Preventive Medicine, 18(1), 44–74.
Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-pasek, K., … Whitebread, D. (2017). Learning through play : A review of the evidence.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal of Classroom Practices
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
