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Providing Remedial Support to Primary School Learners within Their Zone of Proximal Development

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Title: Providing Remedial Support to Primary School Learners within Their Zone of Proximal Development
Language: English
Authors: Taukeni, Simon G. (ORCID 0000-0003-0170-7238)
Source: South African Journal of Childhood Education. 2019 9(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 7
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Remedial Instruction, Elementary School Students, Social Development, Sociocultural Patterns, Low Achievement, Academic Achievement, Intervention, Foreign Countries, Teaching Methods, Acquired Immunodeficiency Syndrome (AIDS), Catholics, Student Records, Homework, Tests, Instructional Materials, Native Language, African Languages, English (Second Language), Second Language Learning, Mathematics Achievement, Grades (Scholastic), Learning Problems, Scaffolding (Teaching Technique), Second Language Instruction
Geographic Terms: Namibia
ISSN: 2223-7674
Abstract: Background: One of the methods receiving the current attention in addressing poor performance and low learning achievements among lower primary school learners is through remedial teaching. The approach to provide remedial support was informed by Vygotsky's social development theory. Aim: The objective of this study was to support primary school learners who failed with ungraded symbols in their first school term to obtain better passing symbols at the end of Term 2 and Term 3. Setting: An intervention was carried out in 2016 academic year to provide remedial support to learners who were enrolled at Catholic AIDS Action Tonateni Centre in Oshakati town, Namibia. Methods: Quantitative approach and descriptive design methods were used in this study. The first school term results were used as a baseline. A total of 12 learners (five boys and seven girls) from Grades 1 to 7 were randomly selected to participate in the remedial class. Data collection instruments included learners' school reports, homework books, class exercise books and test books. Statistical Package for Social Sciences was used to analyse descriptive statistics, namely, frequencies and percentages. Results: Results showed that the participating learners obtained better passing symbols in the three identified subjects: "Oshindonga" first language, English second language and mathematics as depicted in their Term 2 and Term 3 school reports. Conclusion: Remedial support demonstrated that learners who performed with poor symbols at the end of their first school term could still obtain better passing symbols in the second and third term provided they are supported to improve in their areas of learning difficulties.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1232237
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Providing Remedial Support to Primary School Learners within Their Zone of Proximal Development
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  Data: <searchLink fieldCode="AR" term="%22Taukeni%2C+Simon+G%2E%22">Taukeni, Simon G.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0170-7238">0000-0003-0170-7238</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2019 9(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
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  Data: 7
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  Data: 2019
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Remedial+Instruction%22">Remedial Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Acquired+Immunodeficiency+Syndrome+%28AIDS%29%22">Acquired Immunodeficiency Syndrome (AIDS)</searchLink><br /><searchLink fieldCode="DE" term="%22Catholics%22">Catholics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Records%22">Student Records</searchLink><br /><searchLink fieldCode="DE" term="%22Homework%22">Homework</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22African+Languages%22">African Languages</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Namibia%22">Namibia</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: Background: One of the methods receiving the current attention in addressing poor performance and low learning achievements among lower primary school learners is through remedial teaching. The approach to provide remedial support was informed by Vygotsky's social development theory. Aim: The objective of this study was to support primary school learners who failed with ungraded symbols in their first school term to obtain better passing symbols at the end of Term 2 and Term 3. Setting: An intervention was carried out in 2016 academic year to provide remedial support to learners who were enrolled at Catholic AIDS Action Tonateni Centre in Oshakati town, Namibia. Methods: Quantitative approach and descriptive design methods were used in this study. The first school term results were used as a baseline. A total of 12 learners (five boys and seven girls) from Grades 1 to 7 were randomly selected to participate in the remedial class. Data collection instruments included learners' school reports, homework books, class exercise books and test books. Statistical Package for Social Sciences was used to analyse descriptive statistics, namely, frequencies and percentages. Results: Results showed that the participating learners obtained better passing symbols in the three identified subjects: "Oshindonga" first language, English second language and mathematics as depicted in their Term 2 and Term 3 school reports. Conclusion: Remedial support demonstrated that learners who performed with poor symbols at the end of their first school term could still obtain better passing symbols in the second and third term provided they are supported to improve in their areas of learning difficulties.
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      – Text: English
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      – SubjectFull: Remedial Instruction
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Social Development
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      – SubjectFull: Sociocultural Patterns
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      – SubjectFull: Low Achievement
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Intervention
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Acquired Immunodeficiency Syndrome (AIDS)
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      – SubjectFull: Catholics
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      – TitleFull: Providing Remedial Support to Primary School Learners within Their Zone of Proximal Development
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