Factors affecting the effectiveness of remedial work policy in selected Secondary Schools in Kasempa District

The aim of the study was to explore the factors affecting the effectiveness of remedial work
policy in selected secondary schools in Kasempa District of North western Province of
Zambia. Despite the existence of localised remedial work policy in schools and the
emphasis on the need for sustained remedial work for learners whose academic
achievement fell below acceptable levels, academic achievement remained low in
secondary schools of Kasempa District, as evidenced by results in the National
Examinations at grades 9 and 12 levels. A descriptive case study design along with
qualitative methodology and a bit of quantitative methodology were used to collect and
analyse the data.
Through the use of social systems theory, both the external and internal factors affecting
the effectiveness of remedial work policy were explored. Among the internal factors that
were explored included: Government and school policies on remedial work, teacher
preparedness and ability to prepare a variety of teaching and learning activities, and the
headteacher characteristics and support to remedial work. On the other hand, external
factors explored included parental monitoring of learners’ school work, parental guidance
and checking on homework, home environment and parental support to learners’ education.
Other factors explored that affected effectiveness remedial work in schools included heavy
teaching loads, lack of coordination and clear policies on remedial work. Teacher
commitment, teacher motivation, teacher experience and teacher preparedness were also
explored as factors affecting remedial work effectiveness.
The study closed with recommendations to carry out similar studies throughout the country
and compare the findings, as well as make further research on how remedial work affected
performance in both public and private schools in Zambia..