The Impact of Remedial English on the Improvement of English Proficiency: The Case of the United States International University-Africa

Luoch, Tom Onditi

doi:10.1016/j.sbspro.2014.09.296

Cited by 8 publications

(5 citation statements)

References 7 publications

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“…The findings was similar to the studies carried out by Louch (2014) all English language teachers. The data were collected and analyzed using SPSS.…”

Section: Achievement Testsupporting

confidence: 90%

The Impact of Remedial Class on Students’Learning Achievement

Rai¹,

Penjor²

2020

CETR

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The study was designed to find out the impact of remedial class on low-achiever students’ learning achievement and also to explore the learning satisfaction of students towards remedial teaching. The research was an action research. The study employed mixed mode research methodology, which comprised of qualitative and quantitative research methods. Purposive sampling method was used to select the research participants. Students who scored below the bench mark in the class test attended the remedial class in English (class 7) and Geography (class 7 and 8). The instruments for data collection were learning achievement test, semi structured interview, students’ reflective journals, and teachers’ journals. The instruction lasted for four weeks. Quantitative data were collected through learning achievement test to find out the impact of remedial class, while qualitative data were collected through semi structured interview, students’ reflective journal, and teachers’ journal. The quantitative data were analyzed and interpreted using inferential statistics t-test, mean and standard deviation while qualitative data were analyzed using the coding system (open, axial and selective). The finding on students learning achievement showed that the posttest scores of the students were higher than the pretest scores with the significant value, p=0.00. The findings from qualitative data revealed that the impact of remedial class was positive and students were extremely satisfied with remedial class. Therefore, remedial class should be implemented in any instruction for more effective outcomes.

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“…The findings was similar to the studies carried out by Louch (2014) all English language teachers. The data were collected and analyzed using SPSS.…”

Section: Achievement Testsupporting

confidence: 90%

The Impact of Remedial Class on Students’Learning Achievement

Rai¹,

Penjor²

2020

CETR

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“…To convert the computed mean scores of the English Assessment 7 to Mean Percentage Score (MPS), the computed mean scores was divided by the total number of items multiplied by 100. The Mean Percentage Scores were interpreted using the descriptive ratings: Mastery (96-100), Closely Approximating Mastery (86-95), Moving Towards Mastery (66-85), Average Near Mastery (35-65), Low Mastery (15-34), Very Low Mastery (5)(6)(7)(8)(9)(10)(11)(12)(13)(14), and Absolutely No Mastery (0-4).…”

Section: Discussionmentioning

confidence: 99%

A Comparative Study on the English Achievement of Students in Limited Face-to-Face Class Intervention versus Modular Distance Learning

2022

IJSSHR

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This study aimed to determine the impact of the limited face-to-face class intervention on the achievements of students in English 7. A Post-Test Only Non-equivalence Groups Design was used. A total of twenty-four (24) respondents were conveniently chosen wherein twelve (12) of these respondents attended the English intervention using the modules and the other twelve (12) were exposed to modular print only. The Mann Whitney U test result (U = 114: p = .01581), indicates that the Limited Intervention Group (LIG) performs significantly better with the higher average rank of 16 compared to the Modular Print Group (MPG) with an average rank of 9. Comparing the achievement level through the Mean Percentage Scores (MPS), it appears that the MPS of LIG is relatively higher than the MPG by 12.90%, indicating that limited intervention can improve students’ English proficiency. Furthermore, the students in the LIG expressed a strong positive attitude towards the limited face-to-face class intervention.

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“…A study by Aini et al (2020) revealed that group discussion methods provided higher motivation to students in learning English reading comprehension compared to the self-study concept. Furthermore, classroom activity (Dzulkurnain et al, 2020) and remediation class (Luoch, 2014) are crucial to making students spend their attractiveness and full attention in learning English. Besides, the finding of this study is also congruent with the study by Inayah et al (2020), who found that the motivation to learn outside the classroom became low due to many distractions such as social media applications.…”

Section: Discussionmentioning

confidence: 99%

Mediating Effects of English Proficiency on the Association Between Religiosity Commitment, Study Habits, Self-Study Concept, and Perceived Stress

Kader

Aziz

Dangi

2020

HSSR

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Purpose of the study: The purpose of this study is to examine the relationship between religiosity commitment, self-study concept, study habits, and English proficiency. Besides, this paper aims to investigate the way English proficiency mediates the relationship between religiosity commitment, self-study concept, and study habits with perceived stress, respectively, among undergraduates, enrolled in a Management course. Methodology: A quantitative method was employed in this study involving 243 undergraduates of Universiti Teknologi MARA (UiTM) Pahang. The respondent selection method employed a simple random sampling technique. A questionnaire survey was designed based on previous literature. Statistical Package for Social Sciences (SPSS) 22.0 and Structural Equation Modelling (SEM) using AMOS software were used to analyze and test all hypotheses developed. Main Findings: This study found a significant relationship between religiosity commitment, study habits, and self-study concept with English proficiency. The results also demonstrated a positive and significant relationship between English proficiency and perceived stress. Furthermore, the results of this study revealed that English proficiency mediated the relationship between religiosity commitment, study habits, self-study concept, and perceived stress. Applications of this study: This study is intended to provide insight for undergraduates to identify the critical factors that can contribute to their English proficiency. Furthermore, it can serve as a guideline and control mechanism for the university and lecturers to ensure the course will be delivered excellently, which will lead to an increase in English proficiency and reduce the stress level among university students. Novelty/Originality of this study: Due to the lack of research considering English proficiency as a mediator, this study will bridge the gap by examining the mediating role of English proficiency on the relationship between religiosity commitment, study habits, self-study concept, and perceived stress.

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The Impact of Remedial English on the Improvement of English Proficiency: The Case of the United States International University-Africa

Cited by 8 publications

References 7 publications

The Impact of Remedial Class on Students’Learning Achievement

The Impact of Remedial Class on Students’Learning Achievement

A Comparative Study on the English Achievement of Students in Limited Face-to-Face Class Intervention versus Modular Distance Learning

Mediating Effects of English Proficiency on the Association Between Religiosity Commitment, Study Habits, Self-Study Concept, and Perceived Stress

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