Remedial Curriculum in Primary Schools: A Case Study on Teacher Perceptions and Experiences

Year 2025, Volume: 15 Issue: 2, 77 - 103, 31.12.2025

Sami Aydın , Melike Özyurt

https://doi.org/10.31704/ijocis.1786959

Abstract

This study aims to conduct a comprehensive analysis of the Remedial Curriculum in Primary Schools (RCPS) in state primary schools with varying socio-economic characteristics, based on teachers’ perceptions and experiences. In order to systematically examine the multidimensional structure and implementation dynamics of the RCPS, the CIPP (Context, Input, Process, Product) curriculum evaluation model developed by Stufflebeam was adopted as the conceptual framework for this study. This framework guided the fundamental questions of the research and enabled an in-depth examination of the different dimensions of the curriculum based on teachers' views. The research was conducted using the case study method, one of the qualitative research designs. Data were collected using a semi-structured interview form prepared by the researchers and examined through content analysis. It was determined that the RCPS contributed to the development of students' Turkish and mathematics skills, increased their self-confidence, enhanced their participation in classes, and led to an improvement in their overall academic achievement levels. However, it was also determined that materials are insufficient, parental support is lacking, and the program's schedule causes students to experience fatigue and absenteeism issues. In light of these findings, recommendations such as making the program's schedule more flexible, increasing parent awareness efforts, enriching the material content, integrating game-based activities into the curriculum, developing standardized measurement tools, and strengthening guidance support for teachers will further increase the effectiveness of the RCPS.

Keywords

Remedial curriculum , Primary education , CIPP model , Primary school teacher

Ethical Statement

This study was approved by Gaziantep University Institutional Ethical Review Board. All procedures in this study were conducted in accordance with Gaziantep University Institutional Review Board's approved protocols. Written informed consent was obtained from the participants for their anonymized information to be published in this article.

References

• Altınkurt, Y. (2008). The reasons for students’ irregular attendance and the effect on this students’ irregular attendance on their academic achievement. Dumlupınar University Journal of Social Sciences, (20), 129-142.
• Ateş, A. (2020). Öğrencilerin özgüven ve sorumluluk duygusunun akademik başarı üzerindeki rolü (The role of students 'self-confidence and responsibility feeling on academic success). (Thesis No: 655067) [Master Dissertation, İstanbul Sabahattin Zaim University]. Turkish Council of Higher Education Theses Center.
• Avlukyarı, N. T. (2019). İlkokullarda yetiştirme programı (İYEP)’in öğretmen ve yöneticiler tarafından değerlendirilmesi: Mersin ili Tarsus ilçesi örneği (Development program in primary schools (IYEP) assessment by teachers and managers in primary schools). (Thesis No: 588633) [Master Dissertation, Sakarya University]. Turkish Council of Higher Education Thesis Center.
• Aydın, S. & Yakar, L. (2020). Problems encountered in remedial program in primary schools (RPPS), contribution to stakeholders and suggestions for solution. Trakya Journal of Education, 10(3), 795-814. https://doi.org/10.24315/tred.642786
• Balantekin, Y. (2020). The evaluation of Turkish lesson educating program in primary schools according to teachers’ opinions: A mixed method research. The Journal of Turkish Educational Sciences, 18(1), 153-184. https://doi.org/10.37217/tebd.673849
• Bayrakçı, M. (2005). Course books and free course book distribution project for primary schools. Milli Egitim Journal, 165, 7-20. https://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/165/bayrakci.htm
• Bozbayındır, F. & Kara, M. (2017). Problems faced at supporting and training courses (STC) and solution suggestions according to teacher opinions. Sakarya University Journal of Education, 7(2), 336-349. https://doi.org/10.19126/suje.335982
• Canpolat, U. & Köçer, M. (2017). The analysis of the support and training courses based on the views of the social sciences teachers in the context of the TEOG. Anadolu Journal of Educational Sciences International, 7(1), 123-154. https://doi.org/10.18039/ajesi.292597
• Carey, G. & Grant, C. (2015). Teacher and student perspectives on one-to-one pedagogy: Practices and possibilities. British Journal of Music Education 32(1), 5-22. https://doi.org/10.1017/S0265051714000084
• Çaycı, B. (2018). Evaluation of lesson duration and lesson hours of primary school according to opinions of class teacher. International Journal of Eurasian Education and Culture, 3(5), 117–131. https://dergipark.org.tr/en/pub/ijoeec/issue/41282/433997
• Creswell, J. W. (2017). Eğitim araştırmaları: Nicel ve nitel arştırmanın planlanması, yürütülmesi ve değerlendirilmesi [Educational research: Planning, conducting, and evaluating quantitative and qualitative research] (Ed. & Trans. H. Ekşi). Edam Publications. (Original work published 2012).
• Dekkers, H. & Claassen, A. (2001). Dropouts: Disadvantaged by definition? A study of the perspective of very early school leavers. Studies in Educational Evaluation, 27(4), 341-54. https://doi.org/10.1016/S0191-491X(01)00034-7
• Demeuse, M., Frandji, D., Greger, D. & Rochex, J. Y. (2012). Les politiques d’éducation prioritaire en Europe. Tome II. Quel devenir pour l’égalité scolaire? ENS Editions. https://doi.org/10.4000/ries.2459
• Demirel, Ö. (2017). Eğitimde program geliştirme: Kuramdan uygulamaya (25th ed.). Pegem Akademi.
• Dilekçi, Ü. (2019). Teachers’ opinions on remedial education program in primary schools (REPPS). Milli Egitim Journal, 48(1), 433-454. https://dergipark.org.tr/en/pub/milliegitim/issue/51765/674030
• Donovan, C. L. & Spence, S. H. (2000). Prevention of childhood anxiety disorders. Clinical psychology review, 20(4), 509-531. https://doi.org/10.1016/S0272-7358(99)00040-9
• Erdinç, K. (2022). İlkokullarda yetiştirme programı (İYEP) hakkında öğretmen ve veli görüşleri (Teacher and parents' opinions on the education program in primary schools İYEP). (Thesis No: 720954) [Master Dissertation, Adıyaman University]. Turkish Council of Higher Education Theses Center.
• Erkan, A., Can, N. & Bayram, H. Ş. (2024). The opinions of the teachers involved in the elementary school catch-up program (IYEP) about the program. Kahramanmaras Sutcu Imam University Journal of Education, 6(2), 173-191. https://dergipark.org.tr/tr/pub/ksued/issue/88560/1375937
• Gay, L.R., Mills, G.E. & Airasian, P.W. (2009). Educational research: Competencies for analysis applications (9th edition). Pearson.
• Gençoğlu, C. (2019). Remedial education programme: As a national catch-up and remedial education model. Milli Egitim Journal, 48(1), 853-881. https://dergipark.org.tr/tr/pub/milliegitim/issue/51765/674870
• Göksu, İ. & Gülcü, A. (2016). The opinions of the teachers about the supportive courses applied in the middle schools and high schools. Bayburt Faculty of Education Journal, 11(1), 153-171. https://dergipark.org.tr/tr/pub/befdergi/issue/23129/247058
• Güder, O., Demir, M., Özden, M. & Aras, Z. (2023). Primary school teachers' training program opinions on the operational process. Dumlupınar University Graduate School of Education Journal, 7(1), 107-133. https://dergipark.org.tr/tr/pub/debder/issue/78026/1150885
• Güney, K. & Yaman, E. Y. (2022). Evaluation of student activity books used within the scope of education program in primary schools according to teachers' views. E-International Journal of Educational Research, 13(6), 225-242. https://doi.org/10.19160/e-ijer.1210660
• Gür, B. S., Çelik, Z., Bozgeyikli, H. & Yurdakul, S. (2018). Eğitime bakış 2018: İzleme ve değerlendirme raporu. Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi. https://www.ebs.org.tr/yayinlar/egitime-bakis-raporu
• Gürol, M. & Gül, M. (2021). Research on the functionality of training program at primary schools (IYEP). Trakya Journal of Education, 11(1), 16-33. https://doi.org/10.24315/tred.629316
• Hock, M. F., Pulvers, K. A., Deshler, D. D. & Schumaker, J. B. (2001). The effects of an after-school tutoring program on the academic performance of at-risk students and students with LD. Remedial and Special Education, 22(3), 172-186. https://doi.org/10.1177/074193250102200305
• Hoover-Dempsey, K.V. & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Reports, 97(2), 310–331. https://doi.org/10.1177/016146819509700202
• Hsieh, H. F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
• İşeri, K. (2007). The evaulation of acceptibility of the goals of 6th class Turkish course book in Turkish programme. Language Journal, (136), 58-74. https://doi.org/10.1501/Dilder_0000000072
• Kaçar, H. & Uz, V. (2019). An analysis of the remedial education program in primary schools (İYEP) on the basis of the observations and experiences of primary school teachers. The Journal of International Education Science, 21(6), 20-53. http://dx.doi.org/10.29228/INESJOURNAL.39234
• Kartal, S. & Ballı, F. E. (2020). School dropout studies: A systematic analysis study. Kırıkkale University Journal of Social Sciences, 10(2), 257-278. https://dergipark.org.tr/tr/pub/kusbd/issue/56190/615994
• Kılıç, H. İ. & Gündüz, Y. (2021). The effects of parent attitudes on student achievement. Journal of Contemporary Administrative Sciences, 8(2), 313-327. https://dergipark.org.tr/tr/pub/cybd/issue/65631/850724
• Kırnık, D., Susam, E. & Özbek, R. (2019). The opinions of the classroom teachers concerning the applications on IYEP (education programs in elementary schools). Milli Egitim Journal, 48(1), 387-415. https://dergipark.org.tr/tr/pub/milliegitim/issue/51765/674003
• Kozikoğlu, İ. & Tosun, Y. (2020). Teachers’ opinions concerning training curriculum in primaryschools: A qualitative analysis. Ankara University Journal of Faculty of Educational Sciences (JFES), 53(3), 903-930. https://doi.org/10.30964/auebfd.679050
• Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications. http://dx.doi.org/10.1016/0147-1767(85)90062-8
• Marjaei, S., Yazdi, F. A. & Chandrashekara, M. (2019). MAXQDA and its application to LIS research. Library Philosophy and Practice, 1-9. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=5740&context=libphilprac
• McNamara, J. F., Erlandson, D. A. & McNamara, M. (1999). Measurement and evaluation: Strategies for school improvement. Eye on Education. https://eric.ed.gov/?id=ED465808
• Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber [Qualilatative Research: A guide to design and implementation (3rd ed.)] (Ed. & Trans. S. Turan). Nobel Academic Publishing. (Original work published 2009).
• Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
• Ministry of National Education. (2019). PISA 2018 Türkiye ön raporu. https://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_pisa_2018_turkiye_on_raporu.pdf
• Ministry of National Education. (2020). Öğretim programları değerlendirme raporu. https://ttkb.meb.gov.tr/meb_iys_dosyalar/2020_08/24113242_ogretimprogramlari_dr.pdf
• Ministry of National Education. (2022). Millî Eğitim Bakanlığı ilkokullarda yetiştirme programı yönergesi. https://mevzuat.meb.gov.tr/dosyalar/2123.pdf
• Ministry of National Education. (2024). İlkokullarda yetiştirme programı (İYEP) tanıtım kitabı. Millî Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü. https://iyep.meb.gov.tr/iyep/detay/Ilkokullarda-Yetistirme-Programi-Tanitim-Kitabi/6
• Ornstein, A. C. & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues. (2nd ed.). Pearson Education Limited.
• Özdemir, S. & Taşkın, Ç.Ş. (2024). Training program in primary education: Perspectives of teachers and parents. Mediterranean Journal of Educational Research, 18(49), 1-30. https://mjer.inased.org/makale/5087
• Özdoğru, M. (2022). Evaluation of the education program in primary schools (İYEP). Science, Education, Art and Technology Journal, 6(1), 53-63. https://dergipark.org.tr/tr/pub/bestdergi/issue/68795/925320
• Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research & evaluation methods] (Eds. & Trans. M. Bütün & S.B. Demir). Pegem Academy. (Original work published 2014).
• Sarıdoğan, E. (2019). İlkokullarda yetiştirme programının 3. ve 4. Sınıf öğrencilerinin başarılarına etkisi (The effect of training program in primary schools on the success of 3rd and 4th year students). (Thesis No: 587977) [Master Dissertation, Adnan Menderes University]. Turkish Council of Higher Education Theses Center.
• Schlicht, R., Stadelmann-Steffen, I. & Freitag, M. (2010). Educational inequality in the EU: The effectiveness of the national education policy. European Union Politics, 11(1), 29-59. https://doi.org/10.1177/1465116509346387
• Şensoy, S. & Sağsöz, A. (2015). Relation between pupils’ academic achievement and pyhsical conditions of classrooms. Kırşehir Ahi Evran University Faculty of Education Journal, 16(3), 87-104. https://dergipark.org.tr/tr/pub/kefad/issue/59449/854074
• Silverman, D. (2005). Doing qualitative research: A practical handbook. Sage Publications.
• Stufflebeam, D. L., Madaus, G. F. & Kellaghan, T. (Eds.). (2000). Evaluation models: View points on educational and human services evaluation (2nd ed.). Kluwer Academic Publishers.
• Taş, U. E., Arıcı , Ö., Ozarkan, H.B. & Özgürlük, B. (2016). PISA 2015 Ulusal nihai raporu. Millî Eğitim Bakanlığı, Ölçme Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü. https://odsgm.meb.gov.tr/meb_iys_dosyalar/2023_10/09155512_PISA_2015.pdf
• TEDMEM. (2023). 2022 Eğitim değerlendirme raporu (TEDMEM Değerlendirme Dizisi - 9). Türk Eğitim Derneği. https://tedmem.org/storage/publications/July2023/LAImPTRTIAZgnWYFXcPh.pdf
• Toptaş, V. & Karaca, E. T. (2019). Primary school teachers’ opinions about mathematics courses within remedial program in primary schools (IYEP). Milli Egitim Journal, 48(1), 417-431. https://dergipark.org.tr/tr/pub/milliegitim/issue/51765/674016
• United Nations Children’s Fund. (2024). The state of the world’s children 2024 report. UNICEF Innocenti – Global Office of Research and Foresight. https://data.unicef.org/resources/sowc-2024/
• United Nations. (2018). The sustainable development goals report. United Nations Publications. https://unstats.un.org/sdgs/files/report/2018/thesustainabledevelopmentgoalsreport2018-en.pdf
• United Nations. (2024). The sustainable development goals report. United Nations Publications. https://unstats.un.org/sdgs/report/2024/The-Sustainable-Development-Goals-Report-2024.pdf
• Ünsal, S. & Korkmaz, F. (2016). Investigation of teachers’ opinion about functions of the support and training courses. Kahramanmaras Sutcu Imam University Journal of Social Sciences, 13(2), 87-118. https://dergipark.org.tr/tr/pub/ksusbd/issue/24103/255836
• Woodside, A. G. (2010). Case study research: Theory, methods, practice. Emarland Group Publishing.
• World Bank. (2018). World development report 2018: Learning to realize education’s promise. World Bank Group. https://doi.org/10.1596/978-1-4648-1096-1
• World Bank. (2024). World development report 2024: The middle-income trap. World Bank Group. https://doi.org/10.1596/978-1-4648-2078-6
• Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11th ed.). Seçkin Yayıncılık.
• Yüksel, İ. & Sağlam, M. (2014). Eğitimde program değerlendirme (2nd ed.). Pegem Akademi.