Improving Ninth-Grade Female Teachers’ Practices in Developing Remedial Plans Based on the Analysis of NAFS National Assessment Results

Abstract

The study aimed to improve ninth-grade female teachers’ practices in developing remedial plans based on the analysis of NAFS assessment results, examine the effectiveness of professional learning communities in developing these practices, and evaluate the quality of the resulting remedial plans. The study employed a quasi-experimental approach using a one-group pretest–posttest design. The sample consisted of ten female teachers selected through purposive sampling. The research instruments comprised a questionnaire measuring teachers’ practices, consisting of 24 items, and an evaluation rubric for assessing the quality of remedial plans, consisting of 24 indicators. The intervention was implemented through three successive professional learning communities focusing on analyzing NAFS results, identifying needs and priorities, developing remedial plans, and monitoring and evaluating their implementation. The findings revealed that teachers’ practices were initially low, with a pretest mean of 2.171, but increased to 4.025 in the posttest, with statistically significant differences at the level of (p < 0.001). The mean quality score of the remedial plans reached 67 out of 72, representing an achievement rate of 93.06% and indicating a very high level of quality. The study recommended activating professional learning communities based on the analysis of NAFS results, strengthening practices related to monitoring remedial plans and evaluating their impact, and considering individual differences when designing remedial activities.