Development and Evaluation of a Remediation Model in Science and Mathematics for Secondary Schools of Division of San Pablo City

This study developed and evaluated a comprehensive model based on the existing gaps in remediation in Science and Mathematics in secondary schools in the Division of San Pablo City. With a multiphase design, the qualitative phase involved document analysis and focus group discussions among twelve (12) remediation teachers, six (6) Master Teachers, and four (4) Head Teachers. This study found that the current remedial programs are ineffective because of their focus on mass teaching, repetitive worksheets, and procedural practice, which are unable to attend to individual differences and facilitate conceptual learning. In addition, remediation is not consistently conducted, lacks structured planning, and provides minimal opportunities for feedback, inquiry, and cognitive engagement. These were further deepened by stigma and reduced motivation of the learners. Based on these findings, an initial remediation model was developed to address the gaps and challenges identified in the qualitative phase of the study. For the quantitative phase, a survey of acceptability with five (5) experts was conducted, framed around the logic model components. Results showed high acceptability in all attributes, with mean scores ranging from 3.94 to 3.98, confirming the model in terms of clarity of objectives, contextual responsiveness, feasibility, and appropriateness to intended education outcomes. Synthesis of the findings led to the development of the refined REACT+ Remediation Model, which presents a valid, inclusive, and scalable solution to systemic weaknesses, bridges theory and practice, and advances equity and improved learning outcomes in Science and Mathematics.