Teacher-Perceived Implementation, Outcomes, and Support Conditions of a School-Based Remedial Program: A Mixed-Methods Institutional Evaluation

Abstract

This study examined teachers’ perceptions of the implementation, learner-related outcomes, and support conditions of the Integrated Basic Education Department Remedial Program of La Consolacion College Bacolod. It used a convergent mixed-methods secondary analysis of an internal evaluation survey completed by 35 teachers from November 7 to December 10, 2025. The researcher-developed questionnaire contained 19 five-point rating-scale items and four open-ended questions. Frequencies, percentages, means, standard deviations, and Cronbach’s alpha were used for the quantitative data, while brief narrative responses were examined through content-informed thematic analysis and integrated with the numerical findings. The overall evaluation was Evident (M = 4.10, SD = 0.70). Program Implementation received the highest mean (M = 4.17, SD = 0.67), followed by Perceived Student Participation and Learning-Related Outcomes (M = 4.09, SD = 0.78), while Teacher Support and Resources received the lowest mean (M = 3.98, SD = 0.84). Teachers identified clear objectives, targeted learner support, individualized assistance, and reinforcement as program strengths, but described time allotment, scheduling, workload, coordination, and monitoring as persistent constraints. Fourteen respondents provided invariant ratings across all quantitative items; a sensitivity analysis excluding these cases yielded lower means but retained the same verbal interpretations. The findings suggest that the program had a favorable perceived instructional foundation, but its sustainability depended on more formal scheduling, workload recognition, coordination, monitoring, and resource support. The results represent teacher perceptions and implementation experiences and do not establish direct student achievement gains.