ABSTRACT
This quasi-experimental research design was conducted to determine the effects remediation of oral communication difficulties on students’ achievement in Statics of Rigid Bodies. A non-equivalent pretest and post-test design was used in this study. Students from third (3) year classes, Sections IV to VII, were subjects of the study. One hundred (100) students served as experimental group, ninety (90) students comprised the control group. The experimental group was given the on-the-spot remediation of oral communication difficulties for one school year, while the control group did not receive such treatment. To minimize the effect of teacher factor, the same teacher handled both study groups. Each of the four teachers made achievement tests of sixty (60) items were prepared and validated by experts. These were administered as pretest and post-test to both groups after each of the final period. The t-test for dependent samples and t-test for independent samples were used to analyze the data. This study showed that in all the final period, these students under the on-the-spot remediation of oral communication difficulties performed significantly better in the achievement test on Statics of Rigid Bodies than those who did not go through the treatment.
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