role of extra lessons on the general administration of urban day high density secondary schools
Open Access
- 11 January 2022
- journal article
- Published by Sprin Publisher in Sprin Journal of Arts, Humanities and Social Sciences
Abstract
This study investigated the role of extra lessons in the general administration of the secondary schools in Chegutu, Zimbabwe. The case study design was adopted. Interviews, focus group discussions and document analysis was used to collect data. Twenty-three participants, consisting of 8 teachers, 6 learners, 6 parents and 3 school inspectors were purposively sampled. Findings revealed that the general administration of schools was affected by extra lessons. Extra lessons helped in raising the school pass rates. They helped build a good image for the schools and assisted in the reduction of the teachers` workload. However, the lessons created a dent in teacher professionalism. Teachers were accused of neglecting formal schoolwork by creating a demand for extra lessons among learners. The lessons also contributed to indiscipline among learners. Relations between learners and teachers were also strained. The study recommended that extra lessons should continue as they reduced the workload for teachers and provided a conducive working environment at the school. It is prudent that MOPSE, school heads and parents monitor work given to learners during normal school hours to avoid the creation of artificial demand for extra lessons.Keywords
This publication has 6 references indexed in Scilit:
- Supplementary tutoring in Trinidad and Tobago: Some implications for policy makingInternational Review of Education, 2012
- Investigating the status of supplementary tuition in the teaching and learning of mathematicsPythagoras, 2009
- The Franchising of Private Tutoring: A View from CanadaPhi Delta Kappan, 2006
- Mothers, Maids and Tutors: An Empirical Evaluation of their Effect on Children's Academic Grades in SingaporeEducation Economics, 2005
- Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics AchievementEducational Evaluation and Policy Analysis, 2001
- Private tutoring a hidden educational problemEducational Studies in Mathematics, 1987