Statement and Questionnaire

STATEMENT OF THE PROBLEM
GENERAL PROBLEM
The study aims to investigate the teaching strategies of Senior High School teachers
towards low performing Senior High School students.
SPECIFIC PROBLEMS
1. What is the percentage of effectiveness of remedial classes towards low performing
students?
2. What are the overall factors that affect the performance of the low performing students?
3. How does the Senior High School teachers approach and communicate with low
performing students?
QUESTIONNAIRE FOR THE FACTORS (REMEDIAL, INTERVENTIONS
AND COMMUNICATION) THAT AFFECTS THE STUDENT’S
ACADEMIC PERFORMANCE
Section 1 Remedial
Statements Strongly Agree Neutral Disagree Strongly
Agree (4) (3) (2) Disagree
(5) (1)
1. My attitude towards students who
take remedial class changes as they
improve.
2. Most of my students undergo
remedial classes.
3. One (1) hour is enough for one (1)
remedial class.
4. The multiple absences of the
students may lead them to attend
remedial classes.
5. The students score improved after
undergoing remedial classes.
6. My student take the remedial
classes seriously.
7. The student are cooperative during
remedial classes.
Section 2 Intervention
(5) (1)
1. My students have poor writing
skills.
2. My students have poor reading
skills.
3. My students have poor
concentrations and focus during
class.
4. My students are not attentive
during class.
5. My students are slow learners.
6. My low performing students
knows how to cooperate with their
classmates (during graded acts,
etc.).
7. I help my students improve their
reading, writing, and
comprehensive skills.
Section 3 Communication
(5) (1)
1. The communicating strategies I use
are effective.
2. My students and I have an open
communication (asking
questions/concerns, attentive, etc.)
with each other.
3. The students approach us teachers
when they have difficulties in
understanding their subjects.
4. I give easy to follow instructions
and task to my students.
5. The students are difficult to
approach.
6. I gave example to my students to
understand the discussions.
INTERVIEW QUESTIONS
SECTION 1 REMEDIAL
1. Does making the students attend remedial classes make a difference on their academic
performance?
2. What are the positive and negative feedbacks with regards the implementation of the
remedial classes?
3. Is the learning materials (modules, textbooks, etc.) provided for remedial classes helpful
for the students to improve their scores/academic performance?
SECTION 2 INTERVENTION
1. Is there some type of way to improve your students skills in the one’s that they are
lacking? What are those ways?
2. In what way does their skills affect their performance in the academic perspective?
3. What are your strategies in improving your student’s skills? Are they effective?
SECTION 3 COMMUNICATION
1. What are your thoughts on student who does not or cannot communicate well with you
and their classmates?
2. What type of communications (online; chatting, personal, etc.) works best when
communicating with your low performing students?
3. Does your attitude or the way you interact with your students vary depending on their
performance?
REFERENCES
Dean, M. (2019). 10 effective teaching strategies for every classroom. Classcraft. Retrieved from
https://www.classcraft.com/blog/effective-teaching-strategies-for-every-classroom/
Fulton, J. (2019). 10 teaching strategies to keep students engaged in the classroom.

Classcraft. Retrieved from https://www.classcraft.com/blog/teaching-strategies-to-keep-
students-engaged-in-the-classroom/
Parrish, N. (2020) 5 Ways to Support Students Who Struggle With Reading Comprehension.
Edutopia. Retrieved from https://www.edutopia.org/article/5-ways-support-students-who-
struggle-reading-comprehension/
Rachh, H. (2022). 10 Factors Affecting Academic Performance Among Higher Secondary

School
Students. Global Indian International School. Retrieved from
https://abudhabi.globalindianschool.org/blog-details/factors-affecting-academic-
performance
Rahiminia, E., Yazdani, S., & Rahiminia, H. (2018) Affecting Concentration and Attendance in
the Classroom from Students' Point of View in Qom University of Medical Sciences.
Brieflands. Retrieved from https://brieflands.com/articles/erms-93075.html
Silver, F. (2018). Why Is It Important for Teachers to Have Good Communication Skills?
CHRON. Retrieved from https://work.chron.com/important-teachers-good-
communication-skills-10512.html
Sudhakar, J. (2018). Remedial Classes Enables The Child To Gain Positive Impact By Filling
His Cognitive Gaps. LinkedIn. Retrieved from https://www.linkedin.com/pulse/remedial-
classes-enables-child-gain-positive-impact-filling-sudhakar
Sword, R. (2020). Effective Communication in the Classroom: Skills for Teachers. High Speed
Training. Retrieved from https://www.highspeedtraining.co.uk/hub/communication-
skills-for-teachers/

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STATEMENT OF THE PROBLEM

Fulton, J. (2019). 10 teaching strategies to keep students engaged in the classroom.

Rachh, H. (2022). 10 Factors Affecting Academic Performance Among Higher Secondary

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