Impact of Remedial Teaching for Low Achievers in Pharmacology to Improve their Academic Performance
Published: November 1, 2019 | DOI: https://doi.org/10.7860/JCDR/2019/42277.13280
Reneega Gangadhar, Charmila Veeraswamy, Supriya Selvakumar Suseela
1. Professor, Department of Pharmacology, Sree Mookambika Institute of Medical Sciences/The Tamilnadu Dr MGR University, Kulasekharam, Tamil Nadu, India.
2. Postgraduate, Department of Pharmacology, Sree Mookambika Institute of Medical Sciences/The Tamilnadu Dr MGR University, Kulasekharam, Tamil Nadu, India.
3. Postgraduate, Department of Pharmacology, Sree Mookambika Institute of Medical Sciences/The Tamilnadu Dr MGR University, Kulasekharam, Tamil Nadu, India.
Correspondence
Reneega Gangadhar,
Professor and Head, Department of Pharmacology, Sree Mookambika Institute of Medical Sciences, Kulasekharam, Tamil Nadu, India.
E-mail: drreneega@gmail.com
Introduction: Remedial teaching helps in finding specific learning difficulties and provides suitable remedial measures and support to prevent them in future; thus resolving learning difficulties in low achievers.
Aim: To identify the reasons for low achievement of the students in pharmacology and also to assess the effectiveness of remedial teaching.
Materials and Methods:It was a quasi experimental study (Pre-test Post-test design) conducted in the Department of Pharmacology, SMIMS among fifth semester-low achieving students of the additional batch, for a period of three months. Eleven students whose score were <60% in the fourth semester exam were selected and administered a questionnaire format which contained 20 statements regarding the curricular and noncurricular causes for their low performance. The responses were analysed on a 5 point Likert scale. Pre-test, Remedial teaching (using class assignments) and Post-test were conducted and finally statistical analysis was done using SPSS version 16.
Results: Poor performance in low achievers in Pharmacology was found to be mainly due to curricular causes. There was statistically significant difference (p-value <0.05) between Pretest and post-test for assignments. There was also significant difference between fourth sessional and send up marks after remedial teaching.
Conclusion: Remedial teaching helps low achievers to score better. Implementing this program right from the beginning will help low achievers to improve their academic performance.
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