Abstract

This study investigated college students’ attitudes towards English remedial classes, employing a quantitative research design with descriptive correlational analysis. Profile variables including age, gender, native language, and academic performance were examined alongside attitudes towards remedial classes. Findings reveal overwhelmingly positive attitudes towards remedial education, with no significant relationships observed between profile variables and attitudes. Additionally, students demonstrated satisfactory performance in English subjects, affirming the potential of remedial classes in enhancing communication skills. Recommendations emphasize the importance of comprehensive remediation programs covering academic content and essential life skills, fostering a supportive environment for seeking assistance. Institutions are urged to promote the benefits of remedial education, empowering students to leverage these resources effectively for academic and professional success.

Keywords: metaphysics, logic, sane, afirmative thinking