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Influence of Biology Remedial Instruction on Students' Academic
Achievement in Secondary Schools in Kimaeti Sub-County,
Bungoma County, Kenya
Sifuna Calistus Simiyu, Dr Simon Kipkenei, Dr Mark Letting
Department of Educational Planning and Management, Kibabii University
DOI: https://doi.org/10.51583/IJLTEMAS.2026.150600257
Received: 12 July 2026; Accepted: 17 July 2026; Published: 03 August 2026
ABSTRACT
The study sought to determine the effect of remedial teaching on students' academic performance in Biology.
The study was guided by the Constructivist Theory of Learning advanced by Jean Piaget and Lev Vygotsky.
The study adopted a descriptive survey research design. The target population comprised 315 students, 80
teachers, and 20 school administrators drawn from public secondary schools in Kimaeti Sub-County, for a
total of 415 respondents. Questionnaires were used to collect quantitative data from students and teachers,
while interview schedules were administered to school administrators to collect qualitative data. The validity
of the research instruments was established through expert judgment, and reliability was determined using the
Cronbach Alpha coefficient. Quantitative data were analyzed using the Statistical Package for the Social
Sciences (SPSS) Version 26 and presented using frequencies, percentages, means, and standard deviations.
Pearson Product-Moment Correlation was used to determine the relationship between remedial teaching and
students' academic achievement in science. Qualitative data were analyzed thematically and presented in
narrative form. The study established that remedial teaching had a positive and significant relationship with
students' performance in Biology (r = 0.684, p = 0.000). The findings further revealed that remedial teaching
enabled teachers to revisit difficult concepts, provide individualized instruction, and increase students'
mastery of scientific concepts, thereby improving academic achievement in science. The study concluded that
remedial teaching significantly contributes to improved students' academic achievement in Biology in
secondary schools in Kimaeti Sub-County. The study recommends that school administrators institutionalize
remedial teaching programs, the Ministry of Education formulate clear guidelines on remedial instruction,
and teachers adopt learner-centered remedial approaches that address students' specific learning difficulties
in science subjects.
Keywords: Biology remedial instruction, academic achievement, remedial teaching, secondary schools
INTRODUCTION
The academic performance of students in secondary schools is a key area of concern for educators,
policymakers, and researchers alike. Academic underperformance in sciences has continued to affect many
students in secondary schools in Kimaeti sub-county, Bungoma County. Remedial teaching has been largely
adopted as a strategy to address this learning problem. Remedial teaching, defined as targeted instruction
designed to help learners who are unable to meet academic standards. These tailored instructional approaches
are made to assist and support learners who fall behind their peers in mastering curriculum content. In United
Kingdom (UK), United States of America (USA) and Sweden, remedial programs are often known as
"intervention classes" or "bridge courses" has been made part of the formal school’s curriculum.
Research done in the United States by Johnson et al. (2023) examined the impact of a structured remedial
program on students struggling with mathematics. The study involved two groups: one receiving remedial
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instruction and a control group receiving standard curriculum. The results showed that learners in the remedial
group showed a statistically significant improvement in their mathematics scores, with an increase of 15%
compared to the control
group. This study highlights the potential of targeted remedial teaching to enhance academic performance in
specific subject areas. A study in the United Kingdom by Smith and Thompson (2024) explored the effects
of remedial teaching on reading comprehension among secondary school students. The researchers
implemented a tailored reading intervention program over six months. The findings revealed that students
who participated in the remedial program demonstrated a marked improvement in reading comprehension
skills, with average scores rising by 20%. The study concluded that individualized remedial teaching strategies
could effectively address literacy challenges and improve overall academic outcomes.
Research conducted in Australia by Lee and Patel (2025) focused on the long-term effects of remedial
teaching on student performance across multiple subjects. This longitudinal study traced students over a
period of three academic years, comparing those who received remedial support with their peers who did not.
The results indicated that students who engaged in remedial teaching not only improved in the targeted
subjects but also exhibited enhanced performance in other areas, suggesting a broader impact of remedial
interventions on overall academic achievement. The authors emphasized the importance of sustained support
and follow-up to maximize the benefits of remedial teaching.
According to Anderson and Sjoberg (2024) a study done in Sweden reported that structured remedial
instructions significantly improved mathematics achievement among underperforming secondary school
students, particularly when integrated with formative assessment practices. In the USA, a study done by the
National Centre for Education Statistics (NCES, 2022) showed that remedial programs in community and
low-income school districts had a statistically significant effect on learners’ retention and graduation. Asio
and Jimenez (2020), conducted a study in Philippines found out that there are significant differences in the
scores of students after remedial intervention and it concluded that remedial activities can positively improve
the academic performance of students.
UNICEF (2021-2023) Initiated a remedial learning program in Rwanda which reached out to 25000 students,
150 schools showed improved literacy and numeracy skills among learners. In Nigeria, a study by Olanrewaju
and Yusuf (2021) found out that remedial classes offered outside regular school hours improved students’
performance in core subjects, especially for learners from underprivileged backgrounds. Another study by
Mugo (2021) done in Uganda indicated that remedial programs have led to improved students’ retention and
performance.
Nyandivi, Muigiranzi and Letanzio (2024) in Rwanda found out that participation in remedial classes was
strongly correlated with improved academic performance among secondary school students. Masengesho and
Adala (2024) reported that remedial programs significantly improved the performance in mathematics of slow
learners in lower secondary schools. Niyibizi and Kazinyiro (2024) found out that remedial strategies in
mathematics and sciences positively affected senior one student’s academic achievement.
In Kenya, the ministry of education has recognized the importance of remedial teaching in its policies putting
a lot of weight on the need for targeted support for struggling learners (Kenya Ministry of Education -MOE
2021). A study by Ochieng and Okwach (2021) highlights that remedial programs significantly improve
students' understanding of core subjects such as mathematics and sciences, which are often perceived to be
challenging to students. Aching and Kamau (2023) explored the relationship between students’ motivation
and academic performance in a remedial setting; the study indicated that students who perceived remedial
teaching as a supportive rather than punitive measure showed high level of engagement and improved
academic outcomes.
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Wekesa and Nyongesa (2023) examined socio-economic status and the effectiveness of remedial teaching.
The researchers established that students from lower socioeconomic backgrounds benefited greatly from
remedial interventions, as these programs provided additional academic support that was often lacking in their
home environment. According to a study by Mwangi et al. (2023), remedial teaching has been shown to
significantly improve students' understanding of core concepts, thereby boosting their overall academic
performance. The study highlights that students who took part in structured remedial programs exhibited a
marked improvement in their grades compared to those who did not receive such interventions. Otieno and
Wanjiru (2024) emphasizes that differentiated instruction within remedial programs can cater to the unique
learning styles of students, thereby enhancing engagement and retention of knowledge. This aligns with
Vygotsky's theory of the Zone of Proximal Development, which posits that learners benefit from guidance
that is tailored to their current level of understanding.
A study conducted by Kamau et al. (2025) reveals that students from disadvantaged backgrounds often face
additional barriers to academic success, such as lack of resources and support at home. The study advocates
for the integration of socio-emotional learning components within remedial programs to deal with these
challenges holistically. By fostering a supportive learning environment, educators can enhance the efficacy
of remedial teaching and promote better academic outcomes. According to a study by Njeri and Muthoni
(2024), the incorporation of digital tools in remedial teaching engages students and also provides immediate
feedback, which is essential for reinforcing learning. This technological integration is particularly relevant in
the context of the corona pandemic, which has necessitated a shift towards blended learning approaches. Study
will be interested in sciences subjects which has remained a challenge to both teachers and students in
secondary schools in Bungoma county and particularly Kimaeti Sub County. Most students in schools from
this sub county have underperformed in national examination despite regular additional time for remedial
classes to encourage low performing students to improve on their academic achievement especially in KCSE
examinations.
Problem Statement
Biology remains one of the most important science subjects in Kenya's secondary school curriculum because
it provides foundational knowledge for numerous science-based careers and contributes significantly to
national scientific and technological development. Despite its importance, many students continue to perform
below expectations in the Kenya Certificate of Secondary Education (KCSE) Biology examination. In Kenya,
the system of education is designed in such a way that secondary school students are expected to attain
satisfactory academic achievement in science subjects Biology, through effective classroom instruction that
accommodates diverse learning needs. Remedial teaching, when properly planned and implemented, should
systematically identify learners with learning gaps and provide focused, individualized support to enable them
to master foundational scientific concepts. Such instructional interventions are expected to reduce
performance disparities, improve overall achievement, and strengthen students’ preparedness for advanced
scientific studies and science-related careers.
Nevertheless, the current situation in Kenya, particularly in public secondary schools in Kimaeti Sub-County,
Bungoma County, reveals persistent underachievement in science subjects as evidenced by national
examination results and school-based assessments. A significant proportion of students consistently perform
below average in Biology. While remedial teaching is occasionally implemented in some schools, it is often
non-targeted, irregular, inadequately resourced, and teacher-dependent, lacking a clear framework for
diagnosing learners’ specific academic needs. In many cases, remedial lessons are generalized, exam-
oriented, or conducted without empirical evidence of their effectiveness, thereby limiting their potential
impact on learners’ academic achievement. If this situation remains unaddressed, there shall be far-reaching
consequences. Continued poor performance in science subjects may lead to low enrollment in science-based
courses, diminished interest in STEM careers, increased school dropout rates, and reduced competitiveness
of Kenyan learners in science and technology fields. At the local level, students in Kimaeti Sub-County risk
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being marginalized in postsecondary education and employment opportunities that increasingly demand
strong scientific competencies. For teachers and schools, ineffective remedial practices may result in wasted
instructional time, learner demotivation, and persistent achievement gaps despite increased academic support
efforts. Despite the critical role that targeted remedial teaching is presumed to play in improving academic
achievement, there is limited empirical evidence documenting its effectiveness across the three core science
subjects at the secondary school level within the Kenyan context, and specifically in Kimaeti Sub-County.
Therefore, this study seeks to investigate the influence of remedial teaching on students’ academic
achievement in Biology in secondary schools in Kimaeti Sub-County, Bungoma County, Kenya, giving
information that will help in teaching strategies and educational policy.
THEORETICAL LITERATURE
Constructivist Learning Theory
This study is anchored on Constructivist Learning Theory, advanced principally by Jean Piaget (1952) and
later enriched by Lev Vygotsky (1978). The theory posits that learning is an active process in which learners
construct new knowledge by integrating new experiences with existing cognitive structures rather than
passively receiving information from teachers. Effective learning therefore occurs when learners actively
engage with concepts, solve problems, reflect on their experiences, and receive appropriate instructional
support that enables them to reconstruct their understanding. Constructivism emphasizes learner-centred
instruction, continuous interaction, collaborative learning, and guided discovery as essential conditions for
meaningful learning.
According to Piaget (1952), learners progress through stages of cognitive development, with knowledge
acquisition occurring through the processes of assimilation and accommodation. Assimilation involves
integrating new information into existing cognitive structures, while accommodation requires modifying
existing knowledge structures to incorporate new experiences. Biology contains numerous abstract concepts,
including genetics, evolution, ecology, physiology, and cellular processes, which often require learners to
reorganize their existing understanding. Learners who fail to achieve this cognitive restructuring may develop
misconceptions that hinder subsequent learning. Biology remedial instruction provides additional
opportunities for learners to revisit challenging concepts, receive clarification, and gradually reconstruct
accurate scientific understanding.
Vygotsky (1978) extended constructivist thinking through the concept of the Zone of Proximal Development
(ZPD), which refers to the difference between what learners can accomplish independently and what they can
achieve with guidance from more knowledgeable individuals such as teachers or peers. Within remedial
instruction, teachers scaffold learning by providing explanations, demonstrations, guided practice,
questioning techniques, and timely feedback until learners develop sufficient competence to solve problems
independently. Constructivist Learning Theory further emphasizes the importance of social interaction in
knowledge construction. Biology learning is enhanced when learners participate in discussions, practical
investigations, collaborative experiments, peer tutoring, and problem-solving activities. Remedial instruction
creates smaller and more interactive learning environments where learners freely ask questions, receive
individualized assistance, and participate actively in classroom activities. Such environments promote deeper
conceptual understanding than traditional teacher-centred instruction.
The theory also recognizes that learners differ in their cognitive abilities, learning pace, prior knowledge, and
educational needs. Consequently, effective instruction should be differentiated to accommodate individual
learning differences. Biology remedial programmes embody this principle by allowing teachers to identify
specific learner weaknesses and design targeted instructional interventions. Through differentiated
instruction, teachers can employ multiple teaching strategies, including practical demonstrations, visual
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representations, laboratory activities, concept mapping, simulations, and individualized coaching to address
diverse learning needs.
Recent educational research continues to support the relevance of Constructivist Learning Theory in science
education. Studies have demonstrated that learner-centred instructional approaches improve conceptual
understanding, critical thinking, scientific reasoning, and long-term knowledge retention. Biology learners
exposed to inquiry-based learning, collaborative problem-solving, laboratory investigations, and continuous
formative assessment consistently demonstrate higher academic achievement than learners taught primarily
through lecture-based instruction.
The application of Constructivist Learning Theory is particularly relevant within Kenyan secondary schools,
where Biology remains one of the most conceptually demanding science subjects. Many learners experience
difficulties understanding abstract biological concepts due to large class sizes, limited laboratory experiences,
inadequate instructional time, and diverse learner abilities. Biology remedial instruction provides
opportunities to overcome these challenges by allowing teachers to reinforce difficult concepts, provide
individualized support, and promote active learner participation beyond regular classroom instruction. Despite
its strengths, Constructivist Learning Theory has certain limitations. The theory assumes that teachers possess
adequate professional competence and sufficient instructional resources to facilitate learner-centred
instruction effectively.
Empirical Literature Review
Globally, remedial instruction has become an important educational intervention for addressing learning
difficulties and improving students' academic achievement. Educational systems increasingly recognize that
learners progress at different rates and therefore require differentiated instructional support beyond regular
classroom teaching. In science education, remedial programmes have been widely implemented to strengthen
conceptual understanding, improve practical competencies, and enhance examination performance.
A systematic review by Hattie (2023) identified targeted remedial instruction as one of the instructional
strategies associated with substantial improvements in learner achievement. The review concluded that
individualized feedback, additional instructional time, continuous assessment, and differentiated teaching
significantly enhance learners' understanding of complex concepts. The study emphasized that remedial
programmes are most effective when they address learners' specific academic weaknesses rather than merely
repeating regular classroom lessons.
Similarly, Slavin (2021) found that structured small-group remedial instruction significantly improved
science achievement among struggling learners. Students who participated in teacher-guided remedial
programmes demonstrated greater conceptual understanding, improved problem-solving skills, and higher
examination scores than students receiving only conventional classroom instruction. The study attributed
these improvements to individualized attention, active learner participation, and continuous formative
assessment.
Research conducted by OECD (2023) further demonstrated that schools implementing targeted academic
support programmes recorded improved learner outcomes in science subjects. The report emphasized that
early identification of learning difficulties followed by structured remedial interventions reduces achievement
gaps while improving learner confidence and classroom engagement.
Although these international studies provide strong evidence supporting remedial instruction, their findings
originate largely from developed educational systems characterized by relatively adequate instructional
resources, lower teacher-learner ratios, and well-equipped laboratories. Consequently, direct generalization
to developing countries should be undertaken cautiously.
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Across Africa, improving science education has become a strategic priority because scientific knowledge
contributes directly to economic development, technological innovation, and improved healthcare.
Nevertheless, Biology remains one of the subjects in which many learners continue to experience persistent
academic difficulties.
A study by Adu-Gyamfi and Ampofo (2022) in Ghana established that Biology remedial instruction
significantly improved learners' conceptual understanding and examination performance. The researchers
reported that learners participating in structured remedial programmes demonstrated greater confidence,
improved classroom participation, and higher academic achievement than learners who did not receive
additional instructional support.
Similarly, Mahlobo and Nkosi (2023) investigated supplementary science instruction in South African
secondary schools and found that remedial programmes focusing on difficult Biology concepts significantly
improved learner achievement. Teachers reported that individualized coaching, practical demonstrations, and
frequent formative assessment enabled learners to overcome misconceptions that had previously affected
examination performance.
In Uganda, Kato, Namusoke, and Ssempala (2022) reported that learners attending structured Biology
remedial classes achieved significantly higher scores in national science examinations than their counterparts.
The researchers attributed these improvements to increased instructional time, learner-centred teaching
approaches, collaborative learning, and continuous teacher feedback.
Mwangi (2021) found that remedial Biology lessons significantly enhanced learners' understanding of
difficult concepts through individualized instruction and continuous teacher support. Learners participating
regularly in remedial programmes demonstrated improved classroom participation and higher examination
performance compared to those who relied solely on regular classroom instruction.
Similarly, Ochieng (2022) established that differentiated remedial instruction improved Biology achievement
by allowing teachers to diagnose individual learning difficulties and provide targeted academic assistance.
The study concluded that remedial programmes were particularly beneficial for learners experiencing
persistent conceptual challenges in genetics, ecology, and human physiology.
Research by Karanja (2022) further demonstrated that teacher professional competence significantly
influences the effectiveness of remedial instruction. Schools employing qualified Biology teachers who
utilized learner-centred instructional approaches achieved better learner outcomes than schools relying
primarily on lecture-based revision methods.
Ndung'u (2023) observed that Biology remedial programmes incorporating practical laboratory
demonstrations produced significantly higher learner achievement than programmes emphasizing theoretical
revision alone. Practical investigations enhanced conceptual understanding by enabling learners to relate
theoretical knowledge to observable biological processes.
Likewise, Wanjiru (2023) established that learner motivation positively influenced participation in remedial
classes. Students who perceived remedial instruction as supportive rather than punitive attended lessons more
consistently and achieved better examination results. The study recommended strengthening learner
motivation through positive teacher attitudes, individualized encouragement, and continuous academic
feedback.
Although these Kenyan studies consistently support the effectiveness of Biology remedial instruction, they
also identify persistent implementation challenges, including inadequate laboratory resources, teacher
shortages, overcrowded classrooms, learner absenteeism, and limited administrative support. Moreover,
relatively few studies have focused specifically on secondary schools in Bungoma County, particularly
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Kimaeti Sub-County. Most available studies have concentrated on urban counties or examined science
education generally without isolating Biology as an independent subject.
Synthesis of the Literature and Research Gap
The reviewed literature consistently demonstrates that Biology remedial instruction positively influences
students' academic achievement through individualized support, differentiated teaching, guided practice,
continuous assessment, and reinforcement of difficult concepts. Constructivist Learning Theory provides an
appropriate explanation for these outcomes by emphasizing active learner participation, scaffolding, and
knowledge construction. Empirical evidence from developed countries, African nations, and Kenya generally
supports the effectiveness of remedial instruction in improving learners' conceptual understanding,
confidence, and examination performance.
However, important knowledge gaps remain. First, many previous studies have investigated remedial teaching
generally without focusing specifically on Biology, despite the subject's unique conceptual and practical
demands. Second, relatively few studies have examined the effectiveness of Biology remedial instruction
within rural secondary schools in western Kenya. Third, contextual factors influencing the implementation
and effectiveness of remedial programmes in Kimaeti Sub-County remain insufficiently documented.
Consequently, this study sought to determine the influence of Biology remedial instruction on students'
academic achievement in secondary schools in Kimaeti Sub-County, Bungoma County, thereby providing
context-specific evidence to inform educational policy and instructional practice.
Conceptual Framework
METHODOLOGY
This study adopted a mixed-methods research design integrating quantitative and qualitative approaches to
determine the influence of Biology remedial instruction on students' academic achievement in secondary
schools in Kimaeti Sub-County, Bungoma County. The study was conducted in public secondary schools
within Kimaeti Sub-County, where remedial teaching programmes have been implemented to improve
learners' performance in science subjects. The target population comprised secondary school students,
Biology teachers, principals, and Heads of Science Departments. A representative sample was selected using
stratified random sampling for students and purposive sampling for teachers and school administrators to
ensure that respondents possessed adequate knowledge regarding remedial instruction practices. Data were
collected using structured questionnaires administered to students and teachers, interview schedules for
principals and Heads of Science Departments, classroom observation schedules, and document analysis of
students' academic records. The research instruments underwent expert review to establish content validity.
At the same time, a pilot study conducted in secondary schools outside the study area was used to assess
reliability using Cronbach's Alpha coefficient, with a coefficient of α ≥ 0.70 considered acceptable. . Pearson
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Product Moment Correlation was employed to examine the relationship between Biology remedial instruction
and students' academic achievement at the 5% level of significance (p < 0.05). Qualitative data obtained
through interviews were analysed thematically, and the findings were triangulated with quantitative results to
provide a comprehensive interpretation of the influence of Biology remedial instruction on students' academic
achievement.
RESULTS AND DISCUSSION
Table 1 Descriptive Findings on Influence of Remedial Teaching on Students' Performance in Biology
Statement
Mea
n
Std. Dev
Interpretatio
n
Remedial lessons focus on difficult biology topics.
4.15
0.81
Agree
Teachers use different teaching methods.
4.08
0.84
Agree
Practical demonstrations are used.
3.92
0.88
Agree
The duration of remedial lessons is adequate.
3.78
0.92
Agree
My performance in biology has improved after
attending remedial classes.
4.24
0.75
Strongly
agree
Composite Mean = 4.03
Source: Field data 2026
The composite mean score of 4.03 indicates that respondents generally agreed that remedial teaching
positively influences Biology performance. The relatively low standard deviations (0.75–0.92) indicate
consistency in respondents' opinions, suggesting that most students shared similar perceptions regarding the
effectiveness of remedial teaching. The highest-rated statement was that students' performance improved after
attending remedial classes (M = 4.24), implying that remedial instruction contributes substantially to better
understanding of Biology concepts. The findings also demonstrate that focusing on difficult topics, employing
varied teaching methods, and incorporating practical demonstrations enhance students' mastery of Biology.
Correlation Analysis
Table 2 Correlation Analysis of Influence of Remedial Teaching on Students' Performance in Biology
Variables
Pearson Correlation
(r)
Sig.
Remedial Teaching and Biology Performance
0.684
0.00
0
Table 2 shows that there was a strong positive and statistically significant relationship between remedial
teaching and students' academic performance in Biology (r = 0.684, p = 0.000). The positive Pearson
correlation coefficient indicates that as the quality and frequency of remedial teaching increase, students'
performance in Biology also improves. Since the significance value (p = 0.000) is less than the 0.05 level of
significance, the relationship is statistically significant and is unlikely to have occurred by chance.
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The findings imply that remedial teaching contributes substantially to improving students' understanding of
Biology concepts by providing additional instructional time, individualized support, revision of difficult
topics, and continuous teacher guidance. Biology requires learners to understand complex scientific processes
and practical applications, and remedial lessons provide opportunities for reinforcement that may not be
possible during normal classroom instruction. The strength of the correlation suggests that remedial teaching
is an effective intervention for improving Biology achievement among secondary school students in Kimaeti
Sub-County. These findings therefore answer the first research objective by demonstrating that remedial
teaching has a significant positive influence on students' academic performance in Biology.
CONCLUSION
The study established that Biology remedial instruction exerts a significant positive influence on students'
academic achievement in secondary schools in Kimaeti Sub-County, Bungoma County. Descriptive findings
demonstrated that learners perceived remedial instruction as beneficial in improving conceptual
understanding, strengthening revision of difficult topics, enhancing teacher support, and increasing
examination preparedness. Inferential analysis further confirmed a strong positive and statistically significant
relationship between Biology remedial instruction and academic achievement (r = 0.684, p < 0.05), indicating
that improvements in remedial teaching are associated with improved learner performance. The findings
support Constructivist Learning Theory by demonstrating that individualized guidance, active learner
participation, and continuous instructional support enhance meaningful learning and academic success.
Biology remedial instruction therefore represents an effective pedagogical intervention capable of addressing
learning difficulties and improving students' academic achievement when implemented systematically and
supported by qualified teachers and adequate instructional resources.
Recommendations
Based on the findings, the study recommends that school administrators institutionalize structured Biology
remedial programmes that focus on difficult concepts, practical demonstrations, individualized learner
support, and continuous formative assessment. Teachers should adopt learner-centred instructional
approaches that encourage active participation, collaborative learning, and timely feedback during remedial
sessions. The Ministry of Education and the Teachers Service Commission should strengthen teacher capacity
through regular professional development programmes focusing on remedial instructional strategies and
differentiated teaching methods. Schools should also invest in adequate Biology laboratory facilities,
instructional materials, and learning technologies to support effective remedial instruction. Finally, students
should be encouraged to participate consistently in remedial classes, while parents should provide moral and
academic support that reinforces learners' commitment to improving their performance in Biology.
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