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

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.