Remedial teaching is an important mean to help the disadvantaged students with underachievement problem. It is worth to explore teachers' attribution on the causes of students' underachievement, and their relationship with remedial teaching. A total of 546 teachers from junior high and elementary school in the north areas of Taiwan participated in this study and completed a questionnaire. Data were analyzed by mean, ranking, and canonical correlation analysis. Results showed that most teachers attributed disadvantaged students' underachievement to their low motivation, and lack of success experiences. Secondly, while conducting remedial teaching, teachers comprehended students' learning difficulties, provided practices, and evaluated students' learning outcome. Furthermore, different types of canonical correlation were found between teachers' attribution on underachievement of students and remedial teaching. Based on research findings, recommendations for teachers' in-service training and future studies are provided.
αβγ量化研究學刊=αβγ of the Journal for Quantitative Research