Background: One of the methods receiving the current attention in addressing poor performance and low learning achievements among lower primary school learners is through remedial teaching. The approach to provide remedial support was informed by Vygotsky’s social development theory. Aim: The objective of this study was to support primary school learners who failed with ungraded symbols in their first school term to obtain better passing symbols at the end of Term 2 and Term 3. Setting: An intervention was carried out in 2016 academic year to provide remedial support to learners who were enrolled at Catholic AIDS Action Tonateni Centre in Oshakati town, Namibia. Methods: Quantitative approach and descriptive design methods were used in this study. The first school term results were used as a baseline. A total of 12 learners (five boys and seven girls) from Grades 1 to 7 were randomly selected to participate in the remedial class. Data collection instruments included learners’ school reports, homework books, class exercise books and test books. Statistical Package for Social Sciences was used to analyse descriptive statistics, namely, frequencies and percentages. Results: Results showed that the participating learners obtained better passing symbols in the three identified subjects: Oshindonga first language, English second language and mathematics as depicted in their Term 2 and Term 3 school reports. Conclusion: Remedial support demonstrated that learners who performed with poor symbols at the end of their first school term could still obtain better passing symbols in the second and third term provided they are supported to improve in their areas of learning difficulties.

中文翻译：

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在他们近端发育区域内为小学生提供治疗支持

背景：解决初中生学习成绩低下和学习成绩差的方法之一是通过辅导教学。维果斯基的社会发展理论为提供补救支持的方法提供了信息。目的：本研究的目的是支持在第一个学期中未通过等级评分失败的小学学习者，在第2学期和第3学期末获得更好的及格符号。设置：在2016学年进行了一项干预措施向在纳米比亚奥沙卡蒂镇的天主教艾滋病行动托纳尼中心招募的学生提供治疗支持。方法：采用定量方法和描述性设计方法。第一个学期的成绩被用作基线。随机选择了1至7年级的12名学习者（5名男孩和7名女孩）参加补习班。数据收集工具包括学习者的学校报告，家庭作业书，课堂练习书和测试书。社会科学统计软件包用于分析描述性统计数据，即频率和百分比。结果：结果表明，参与学习的学生在三个确定的科目中获得了较好的及格符号：Oshindonga第一语言，英语第二语言和数学，如其第二学期和第三学期的学校报告中所述。结论：