ISSN: 2222-6990
Open access
Starter activities in remedial intervention are essential tools for engaging students and setting the tone for effective learning experiences. These activities typically serve as brief, focused tasks or exercises designed to kickstart the learning process at the beginning of a lesson or session. A series of classroom observations and lesson plan analysis, prior to embarking on this study, revealed that teachers lack the understanding and practice of utilising starter activities in the Pre-lesson stage. This study focuses on collecting data from year 4 English language teachers who have conducted remedial intervention in their classrooms which requires a small weightage of starter activity in the Pre-Lesson stage . Data was gathered through an online survey distributed to teachers who had received training in Remedial Instruction. The respondents were requested to share their understanding of starter activities, their reflections of starter activities, and opinions on the effectiveness of incorporating starter activities in their main lesson. The responses were obtained from 30 teachers which were then analysed thematically and descriptively to assess the efficacy of starter activities within remedial intervention. The findings demonstrate and confirms the value of incorporating these starter activities into pre-lesson teaching strategies, enabling educators to foster an inclusive and supportive learning environment. The findings were also used to support theories related to cognitive readiness theory among remedial students. Ultimately, this approach assists students in overcoming academic challenges and realizing their full potential, which proves particularly significant when engaging remedial students in the core lesson.
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