Competency-Based Learning and Remediation Practices in Schools: Basis for Developing Remediation Framework
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Abstract
This study investigated the implementation of Competency-Based Learning and remediation practices in Junior High School Biology in three public secondary schools in Misamis Oriental, Philippines. While CBL emphasizes mastery of the learning outcomes, many learners still struggle to attain complex competencies. The inconsistent implementation of remediation efforts further intensifies this challenge. Using a qualitative-exploratory design, ten purposively selected biology teachers with at least ten years of teaching experience were interviewed. They also provided written responses, which were analyzed thematically using Braun and Clarke’s framework. Findings indicated that teachers adopted active and student-centered approaches, including real-world applications, case-based learning, simulations, and technology integration. However, the instructional and remediation effectiveness was constrained by time limit, large class sizes, and limited learning resources. Similarly, assessment approaches adopted formative and summative approaches but lacked depth consistently for the same reasons described above. Various informal remediation strategies were tried, including peer tutoring, simplified instruction, visual aids, and contextualization. The paper recommends the development of a Competency-Based Remediation Framework to institutionalize structured diagnostic assessments, differentiated learning materials, profiling, and progress monitoring, ensuring more consistent, equitable, and effective remediation practices across schools.
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