College teachers' remediation strategies for academically challenged students: Challenges and practices

Abstract

This study examines the instructional strategies and challenges encountered by college instructors in implementing remedial instruction at Divine Word College of Vigan. Grounded in Cognitive Load Theory, Tinto's Student Integration Model, and social constructivism, the research looked to understand how remediation is operationalized in higher education and the factors that support or hinder its effectiveness. Using a qualitative research design, twelve (12) college instructors were selected through purposive sampling to ensure diverse perspectives in instructional and remedial processes. Data were analyzed thematically, integrating both frequency counts and narrative responses to produce a thorough depiction of existing practices.

Findings showed three primary remedial strategies: targeted student support, instructional scaffolding, and collaborative or technology-enhanced learning activities. Instructors highlighted one-on-one consultation, consistent formative feedback, and personalized guidance as core practices that address diverse student needs. Scaffolding methods-namely, breaking projects into smaller steps, using worked examples, and providing structured prompts-were applied to reduce cognitive overload and facilitate gradual mastery. Collaborative activities, peer tutoring, and technology tools further strengthened engagement and conceptual understanding.

Despite these efforts, teachers described significant obstacles that limit effective remediation. These include resource and material deficits, specifically the lack of proper learning materials and technical support; instructional capacity constraints related to heavy workloads, large class sizes, and limited professional development opportunities; and structural or student-related barriers, including inconsistent attendance, low motivation, and inadequate institutional support. The study concludes that while instructors employ evidence-based remediation strategies, sustained improvement requires stronger institutional support, systematic program development, and enhanced access to instructional resources.