Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 40 no. 4 (2025)

Lived Experiences of Philippine Educational Placement Test (PEPT) Passers in Mathematics: Basis for Remediation

Dhenar Sornet | Samuel Quiroz

Discipline: Education

 

Abstract:

This study described the lived experiences of Philippine Educational Placement Test (PEPT) passers in the Division of Bataan for the School Year 2023-2024, specifically focusing on their Mathematics experiences. The primary objective was to identify these students' challenges and propose a remediation program based on the findings. The research was descriptive and concentrated on PEPT passers residing in the second district, specifically within the District of Limay, as it had the highest number of passers. The study employed narratology as its research strategy, using interview-guided questions developed from a comprehensive review of related literature and preliminary data gathering. The findings revealed that PEPT passers encountered significant difficulties in Mathematics due to knowledge gaps in foundational concepts. Despite these challenges, the students exhibited resilience and determination to succeed. Support networks, including family, friends, and teachers, played a crucial role in their academic and emotional well-being. The study also highlighted the effectiveness of self-directed learning, with students benefiting from online resources and independent study strategies. However, additional support, particularly in remedial classes and targeted interventions, was identified as essential for helping these students reach their full potential. Based on the findings, the study concluded that accelerated learning presents unique challenges, primarily stemming from gaps in foundational knowledge. Educational institutions must implement strategies to identify and promptly address these gaps. Additionally, strong support networks are vital for the success of accelerated learners, and schools should foster a supportive environment that encourages collaboration and mentorship. Technology and self-directed learning also emerged as practical tools for enhancing the learning experience of these students. The study recommended implementing tailored remediation programs focused on foundational skills and concepts to address the identified challenges. These programs should be small groups or individualized to provide targeted support. Schools should also create a culture emphasizing collaboration, mentorship, and emotional support, encouraging peer tutoring and mentoring programs. Furthermore, the study suggested using online platforms and digital resources to supplement learning and equip teachers with the necessary skills to support accelerated learners. Regular assessments of the effectiveness of remediation programs were also recommended to ensure continuous improvement.



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