Impact of Remedial Classes for School Students in Faridkot District of Punjab in India

Abstract

Remedial Education can be one of the most effective tools in achieving learning outcomes in the schools across the country. As a policy measure it has, however, not been optimally utilized in the absence of a rigorous evaluation of its implementation. There is a lack of consensus on theoretical framework and implementation modality of remedial education and assessment of its effectiveness in improving learning outcomes. This paper is an evaluation study of the remedial education project undertaken in Faridkot District of Punjab, India to improve conceptual understanding and achieve foundational literacy and numeracy outcomes for students from the poor socio-economic strata of society studying in public funded schools of the state. The study aims to ascertain improvement in learning outcomes of students undergoing remedial education through analyzing their pre-intervention and post-intervention performance on tests designed to measure basic understanding of concepts suited to their grade level. It also aims to establish causal connection between remedial education and learning outcomes improvement through a randomized controlled trial of academically weak students selected through specially designed pre-intervention tests, who were divided into treatment and control groups on account of control group students being unable or unwilling to attend remedial education classes due to unavoidable reasons.  The study shows significant improvement in foundational literacy and numeracy outcomes for students up to grade 5; and in conceptual understanding of basic concepts in Maths, Science and English subject for students up to grade 10. The study establishes causal connection between remedial education intervention and improvement in learning outcomes of students. It also establishes positive contribution of remedial education to overall performance of students on other subjects as well, which were not part of remedial education classes, possibly through improving confidence and instilling self-belief in students which led to much improved school attendance and classroom engagement. The results unequivocally support the implementation of remedial education as a much-needed policy measure to address the learning deficit crisis in schools across the country.