Teachers’ assessment practices on student remediation and intervention: Addressing learning gaps in basic education

2026 IJRSE – Volume 15 Issue 20

Available Online:  28 August 2026

Author/s:

Quintin, Zacarias A., Jr.
Corinthian College, Philippines (zacquintin@corinthian.edu.ph)

Enrique, Willam DC.
City of Malabon University, Philippines (willam.enrique@cityofmalabonuniversity.edu.ph)

Espinosa, Ken Paul M.*
Baliuag University, Philippines (kenpaulespinosa@baliuagu.edu.ph)

Abstract:

Addressing students’ learning gaps requires effective assessment practices for timely remediation and intervention. The study investigated the extent teachers’ assessment practices regarding student remediation and intervention, as well as the relationship between these practices, in a selected basic education school in Valenzuela City, Philippines, using education school in Valenzuela City, Philippines, employing a descriptive-correlational research design. The researchers selected and invited 54 basic education teachers and 268 senior high school students to participate in the study, using a stratified purposive sampling technique. The study found that teachers demonstrated a high extent of assessment practices in student remediation, particularly in monitoring and evaluation and feedback and support. However, opportunities for improvement were identified in recognizing students’ learning needs and implementing targeted instruction. Moreover, the study determined that teachers demonstrated a high extent of assessment practices related to student intervention, particularly in designing proactive lesson plans and tailoring interventions to address students’ learning needs. Although areas for improvement were identified in the early provision of support and proactive teaching strategies, highlighting the need to further strengthen teachers’ assessment competencies. In addition, the study found that a significant positive relationship existed between teachers’ assessment practices in student remediation and intervention. The findings of the study served as a basis for targeted recommendations aiming to improve student learning and strengthen instructional decisions and practices.

Keywords: basic education, learning gaps, student intervention, student remediation, teachers’ assessment practices

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DOI: https://doi.org/10.5861/ijrse.2026.26408

Cite this article:
Quintin, Z. A., J., Enrique, W. D., & Espinosa, K. P. M. (2026). Teachers’ assessment practices on student remediation and intervention: Addressing learning gaps in basic education. International Journal of Research Studies in Education, 15(20), 123-133. https://doi.org/10.5861/ijrse.2026.26408

* Corresponding Author