Extra Lessons and Academic Achievement of Learners among Urban Day High Density Secondary School Learners (original) (raw)
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The purpose of the study was to establish the practice of extra lessons in Chinhoyi urban secondary schools in Zimbabwe. A case study was adopted to facilitate an in-depth understanding of the practice of extra lessons in schools. Purposive sampling was used to select the two schools for the study and the participants. A total of 160 participants were used to solicit information for the study. Questionnaires, interview schedules and observation checklists were enlisted for gathering data for the study. The study established that extra lessons targeted those students who could pay for the service rendered; were being carried out during normal school hours, lunch hour, after school hours and weekends; the activities were not being supervised; popular with pupils preparing for public examinations; promoted elitism and unequal access to education; provided lucrative employment for teachers; were a result of shoddy teaching during normal hours and that pupils would benefit more if extra lessons are supervised and coordinated. The study recommends that extra lessons be done outside normal school hours, with parents having the honours to identify the tutors, discuss areas of the learner's concerns with them and monitor progress made during the lessons. The study also recommends that extra lessons should be supervised and coordinated if students are to effectively benefit .School Development Committees should discuss with parents and come up with modalities to incentivise teachers so that all students benefit and that policy makers need to take a decisive position on the status of extra lessons in schools.
Motivating Zimbabwean Secondary School Students to Learn: A Challenge
Motivating Zimbabwean secondary school students to learn has been a daunting task for both parents and teachers. The economic and social situation obtaining in Zimbabwe has not encouraged secondary school students to take education seriously and prepare themselves for service and contribution to nation building and self- development. Thus the study sought to understand factors that militate against student motivation and what can be done to motivate secondary school students to learn, soliciting views from teachers, parents/ guardians and students themselves. The research was a case study of five Masvingo urban secondary schools; employing qualitative data collection methods. These participatory data collection methods were used to get insight and tap into the experiences and views of these three stakeholders on how students could be motivated to learn. The research found that the motivational level of secondary school students was at its lowest ebb mainly because of limited employment prospects and other militating factors. The research recommends that each school establishes a tripartite supervision and communication arrangement involving the parent/guardian, teacher and the student to monitor the student’s school work, behaviour and development. The other recommendation is that Zimbabwe as a nation should seriously embrace student empowerment initiatives by having professionally trained school – based counsellors and increased availability and access to career guidance services thus motivating students to drive their energies towards goals
International journal of arts, recreation and sports, 2024
This study was a phenomenological study designed to make decisions using information from participants' experiences. The purpose of the study was to develop a model which can be used to improve teaching and learning in rural secondary schools. Success oriented policies developed by SMT was studied. The contribution of efficient Students Representative Councils towards academic improvement in rural secondary schools was also studied. Methodology: The study is underpinned by qualitative approach, interprevist paradigm, and exploratory design. Participants for the study were chosen by purposive sampling. Four rural secondary schools in King Cetshwayo district (KCD) were selected for study. Two out of the four schools were well performing schools while the other two were underperforming schools. Performance was based on pass rate in the NCS examination. Principals, deputy principals, some HODs and some learners were selected as participants for that study. Semi-structured interviews were conducted using research interview schedule tool. Findings: Data collected from participants' response were analyzed per school and comparisons drawn between schools. Most participants appreciated academic interventions, although raised sentiments of some arriving very late. Study reveals that the performance did increase after those interventions. Unique Contribution to the theory, practice, and policy: Conclusions were drawn from the results. A model for academic improvement was developed using results obtained from the data analysis and underpinned by the theory of Concerned Base Adoption Model (CBAM). The model can be used by underperforming schools to improve learner success.
Battling with the unwilling learner: A case for Gweru urban schools in Zimbabwe
2008
Observation of students in the learning situation has revealed that some students are unwilling learners, as becomes apparent in their loss of interest that is evidenced by absenteeism, low performance, non-submission of assignments, unruly behaviour, truancy, uncooperative behaviour and other negative behaviour. It would appear that among other many probable causes, classroom work makes very limited demands on the vast abilities students have (Holt, 1974). This is one of the reasons that account for students’ failure at school. Based on the above observation, a case study was carried out in Gweru urban schools in Zimbabwe to find out from the educators and students what the underlying causes of uncooperative behaviour are. The study used both qualitative and quantitative research. A questionnaire and interviews were used as tools to collect data from teachers and students. A voice recorder was used to maintain an uninterrupted flow of interaction during interviews. Results revealed...
The role of extra lessons on the general administration of urban day high density secondary schools
Zenodo (CERN European Organization for Nuclear Research), 2022
This study investigated the role of extra lessons on the general administration of the secondary schools in Chegutu, Zimbabwe. The case study design was adopted. Interviews, focus group discussions and document analysis were used to collect data. Twenty-three participants, consisting 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 on teacher professionalism. Teachers were accused of neglecting formal schoolwork by creating 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.
of Grade Seven learners: A Case of Zimbabwe
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This paper examined the impact of poor nutrition on the academic performance of grade seven learners at two primary schools in Chivi, Zimbabwe. Its main objective is to identify mitigation policies and measures designed to reduce negative effects of poor nutrition on children’s academic performance. Malnutrition remains one of the major obstacles to human well-being affecting all areas of a child's growth and development, including performance in the classroom. The study is grounded in Maslow’s motivational and needs theory. In this study, a qualitative phenomenological case study design was used with focus group discussions, interviews and observations as data collection instruments to twelve (12) grade seven learners, three (3) headmasters and four (4) teachers, purposively sampled in Masvingo province. Findings revealed that malnutrition affected physical growth, cognitive development and it consequently impacts on academic performance, health and survival of learners. Malnu...
2016
This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers' extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers' low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District.
Abstract: Teacher preparation emphasizes application of foundational issues anchored in psychological, sociological and philosophical underpinnings. With such knowledge, teachers are expected to effectively organise the learning experiences of children accordingly. This study, therefore, sought to find out to what extend in - service teachers were able to organise learning experiences that are developmentally appropriate. The mixed methods approach guided this study, as it was informed by both the positivist and interpretivist paradigms which acted as lenses through which we viewed this study. Questionnaires, interviews and class observations were the methods used as data collecting tools. Twenty participants (13 females, 7 males), were purposively selected from Gweru urban secondary schools of Zimbabwe. It was noted that teachers are not able to implement Developmentally Appropriate Practices (DAP) for various reasons ranging from heavy teaching loads, big classes, low teaching mot...
International Journal of Research Publication and Reviews, 2024
Overview: Catch-up lessons in primary schools typically refer to additional or supplementary lessons provided to pupils who may be struggling academically in certain subjects. These sessions are designed to help pupils bridge any gaps in their understanding or skills and catch up with their peers. Hence, this study was conducted to assess the effects of these lessons and their effective implementation in primary schools. Body of Knowledge: The implementation of catchup lessons in primary schools has emerged as a critical strategy to address educational disruptions caused by various factors such as the COVID-19 pandemic, socioeconomic challenges, and natural disasters. These supplementary lessons aim to bridge learning gaps and ensure that students attain the necessary competencies for their grade levels. By providing targeted instruction and additional learning time, students who fell behind are given the opportunity to grasp key concepts and skills, leading to improved academic outcomes. Methods: The study employed both the qualitative and quantitative methods and a descriptive survey design that sampled 211 respondents within the selected schools in Kasama district. The population consisted one Official from DEBS Office, Head Teachers, Teachers, and Pupils from the selected schools. Data was obtained from the respondents by means of interviews, focus groups, and questionnaires. The quantitative data collected through the questionnaires were analyzed using appropriate statistical methods, such as descriptive statistics using SPSS and excel whereas the qualitative data from semi structured interviews were analyzed thematically. Results: The findings noted that pupils attending catchup lessons exhibit better understanding and retention of material, which translates into higher test scores and overall academic achievement. Additionally, positive perceptions of catch-up lessons among pupils and parents underscored their potential to support pupil learning and academic progress. However, challenges to implementation of catch-up lessons such as limited resources, overcrowded classrooms, inadequate teacher training, and logistical obstacles were deemed to hinder the effectiveness of these lessons. Recommendation: The Ministry of education should enhance resource allocation, improve teacher training, and foster community engagement in order to optimize catch-up lessons' effectiveness and improve educational equity in primary schools.