Volume 1 - Issue 4, November - December 2025

This Action Research investigated the effectiveness of remedial teaching in improving Class 10 students’ performance in science concepts. Twenty seven students participated in structured remedial sessions designed to address conceptual weaknesses through active learning, demonstrations and guided practice. A Customized Science Aptitude Test was administered as both pre-test and post-test to measure academic gains. The pre-test was conducted on 29 September 2025 and the post-test on 3 October 2025 after the intervention. Results revealed an increase in mean scores from 14.04 (SD = 3.14) to 15.63 (SD = 3.32) with a computed t(26) = 1.81, which was below the critical value of 2.056 (p > 0.05). Although statistically insignificant, students demonstrated improved motivation, participation and conceptual understanding. The study concludes that remedial teaching positively impacts students’ comprehension and classroom engagement, reinforcing its value as a formative teaching strategy in science education.