Exploring Students’ Perspective in Earth and Life Science Remediation Program: A Phenomenology

Abstract

This qualitative phenomenological study determined the perspectives of students regarding the Earth and Life Science Remediation Program at Kasiglahan Village Senior High School during the first semester of the academic year 2025–2026. Utilizing purposive sampling, the study selected 15 Humanities and Social Sciences (HUMSS) students who demonstrated low scores in formative assessments. The remedial sessions utilized contextualized learning activities aligned with essential learning competencies. Data were gathered using a custom questionnaire validated by five master teachers, with parental consent secured, and analyzed through a thematic analysis approach. The findings revealed that students' initial learning difficulties stemmed from a lack of self-confidence, limited focus, absenteeism, and complex subject terminologies. However, during the remediation program, participants experienced enhanced learning, self-improvement, and improved understanding. This led to a strong perception that the program was highly effective, fostering substantial learning growth, knowledge reinforcement, and heightened self-confidence. Consequently, the students expressed high learning satisfaction with the remedial intervention. To enhance future implementations, participants suggested providing more opportunities for active participation—such as regular recitations and interactive games—to increase student engagement and interest. Additionally, they recommended implementing longer remediation schedules to allow sufficient time for unpacking and understanding complex science lessons. Ultimately, this study serves as a critical basis for refining instructional designs and implementation frameworks for science remediation programs, particularly when addressing the distinct needs of non-STEM students navigating complex scientific concepts.