Exploring Students' Experiences and the Impact of Remedial Classes in Physics in Ubungo District, Tanzania

Abstract

This study investigates the efficacy of remedial physics classes in enhancing academic performance among secondary school students in Luguruni area, Ubungo District, Tanzania by using the mixed method. Against a backdrop of systemic educational challenges including overcrowded classrooms, resource limitations, and persistent underperformance in national science examinations, remedial interventions emerge as critical supports for struggling learners.
Remedial physics classes are crucial for supporting students struggling with foundational concepts, yet student perspectives on these interventions are often overlooked. This study explored the lived experiences and the impact of remedial physics classes on students attending remedial physics programs for secondary schools in Luguruni area.
Guided by Constructivist Learning Theory of Piaget, Cognitive Load Theory by Sweller, and Zone of Proximal Development by Vygotsky, the research employed an embedded pragmatic design. Data were collected through questionnaires from 177 students across five secondary schools and semi-structured interviews with physics teachers.
Key findings reveal that over 94% of remedial participants (143/152 students) demonstrated measurable improvement in physics comprehension and problem-solving abilities, attributed to targeted instructional strategies such as small-group collaboration, individualized feedback, and hands-on experimentation or activities.
Crucially, a 44% performance gap was identified between students of comparable baseline ability who attended remedial classes and non-participants, underscoring the intervention’s significant impact. Thematic analysis highlighted student motivation, teacher student ratio, session frequency, and peer-supported learning as primary mediators of success.
The study concludes that remedial program practices have a strong positive impact on the academic performance of learners in Physics in Luguruni area, Ubungo District and shows big performance gap between students who attended remedial classes and students who did not.
The study recommends that Schools should implement structured remedial programs tailored to the specific needs of students and increase the frequency of remedial sessions. In addition there should be smaller teacher-student ratios in remedial classes.