Exploring the Practice of "Extra" lessons in offered in Chinhoyi Urban Secondary Schools,Mashonaland West Province,Zimbabwe (original) (raw)
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Exploring the Practice of “Extra” Lessons as Offered in Chinhoyi
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 those policy makers need to take a decisive position on the status of extra lessons in schools.
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.
Journal of Anti-Corruption Law
Extra lessons in Zimbabwe were initially designed by the Ministry of Primary and Secondary Education to assist learners with lagging aspects of their formal school learning areas. However, in the past few years, extra lessons have taken a new dimension, including theintent to reinforce a learner’s knowledge and ability to understand lessons taught. Although payment for extra lessons in the formal education setting was declared illegal by the government, the practice continues to be a challenge in Zimbabwe as payments are stilldemanded for extra lessons conducted in and outside the school premises. The situation worsened due to the COVID-19 pandemic which resulted in some teachers taking advantage of the prolonged schools closure and conducting extra lessonsin their homes wherein parents and guardians had to pay a certain amount for their children to undertake these extra lessons. Extra lessons have become a mixture of entrepreneurship and exploitation, with many parents failing to a...
What’s the fuss about extra lessons? Empirical evidence on pupils’ perception.
Journal of Research in Education and Pedagogy, 1(2), 73–82, 2024
Divergent perspectives on extra lessons for pupils have dominated current discourse on instructional support. Debates regarding the benefits of extra lessons have been on the increase. A number of experts are of the view that primary school curriculum is overloaded. Often, there is no empirical data for evidence-based policies regarding this. We designed this pilot study to explore students’ extra lessons experiences in order to inform policies. We used a cross-sectional survey design to sample 261 students (male = 54%; female = 46%; mean age = 10.51±1.41) from six intact classes in two primary schools owned and operated by two tertiary institutions in Anambra State. We developed a questionnaire consisting of 9 items to gather students’ views on their extra lessons activities. Part A of the questionnaire comprises the participants’ demographic information while the part B consists of 9 items eliciting the experiences of the participants in extra lessons activities. Major findings demonstrated that the majority of students engaged in extra lessons were satisfied with the lessons, experienced little stress during extra lessons, and learned a lot from them. Furthermore, a higher proportion of male students were more dissatisfied with extra lessons than their female counterparts; and more students reported being dissatisfied with the extra lessons when they lasted longer than two hours per day. The implications of the findings were highlighted, and it was concluded that, while extra lessons may benefit primary school pupils, if not properly implemented, they may be detrimental to students’ mental health and learning outcomes.
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...
Aspects of the Zimbabwean curriculum at the primary level that require planned change or innovation
MEDCA Tutorials - University of Zimbabwe, 2003
Primary education is the building block for further education and a nation's prospective socio-economic development. Its purpose is basically threefold, viz: to teach students basic cognitive skills; to develop attitudes children need to function in society and to promote in them a spirit of nation building (Lockheed and Verspoor, 1991). It is nappreciation of the significance of primary education that at the attainment of independence in 1980, the Zimbabwe Government adopted a radical stance in addressing the issue of universal primary education. Colonial policies that inhibited Indigenous people's access to education were relatively dismantled. This saw unprecedented expansion in the infrastructural development of schools and an increase in learners’ enrolment. However, despite the unprecedented educational expansion, the quality of the Zimbabwean primary and secondary curricula is highly questioned by both educational connoisseurs and parents (Nziramasanga Commission, 1999). It is in the light of the above that this discussion attempts to identify and examine aspects of the Zimbabwean curriculum, at the primary level, that demand planned change. Tentative strategies are discussed that could be adopted to foster the suggested change to ensure that learners are effectively taught. Meanwhile, it should be noted that, in the context of this discussion, curriculum denotes all educational activities that are planned and guided by the school or central government (Oldroyd, Elsner and Poster, 1996). If student achievement rates are taken into account, particularly the annual percentage pass rates in the national Grade 7 examinations, curricularists concur that generally, the quality of Zimbabwe's primary curriculum has deteriorated. The deterioration is attributed to many factors, such as the inputs necessary for children to learn, school management inadequacies, shoddy instructional competencies of some teachers and weak revenue base. It is, therefore, necessary to suggest that student achievement, measured mainly through performance in tests or examinations should be improved. This can be realized if students are taught the rightful content at the appropriate time, in a properly designed scope and sequence. Since textbooks are the major determinants of curriculum content in Zimbabwe, as is the case with virtually most global south countries, their design should be improved. The recommendation is based on the realization that inappropriate curricula frustrate students and increase their failure rate.
THE DEVELOPMENTAL CONDITIONS OF CLASSROOM TEACHING AND LEARNING IN A PRIMARY SCHOOL IN ZIMBABWE
This article is based on research carried out to investigate the prevailing conditions of schooling and classroom teaching and learning in southern Zimbabwe, using the Vygotskian socio cultural theory to analyze the consequences that the breakdown of schooling and classroom teaching and learning had on learners' performance and cognitive development. According to findings from the case study of a specific primary school in Gwanda district, classroom teaching and learning in rural Zimbabwe were adversely affected by a conglomerate of contextual factors and worsened by the prevailing socio-economic and political problems resulting in contradictory classroom practices of teaching and learning. The analysis reveals the extent to which classroom teaching and learning have deteriorated and how the cultural practices of this particular tradition of schooling impede on possibilities for meaningful learning activities in the classroom. The article contributes to an understanding of how specific cultural conditions of schooling affect learners’ learning and cognitive development within the prevailing context of socio-economic and political instability in Zimbabwe and suggests ways in which teachers could organise pedagogy to assist their learners’ learning and cognitive development.
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.
2011
To ensure quality education all over the country is the ultimate goal for all countries. However, a problem lies here. Real quality education probably means not uniform education but the best education which varies from student to student, from school to school, and from area to area. Even though we take the stance of “the greatest happiness for the greatest number”, time is always moving and factors such as individuals and society are fluid and so it is not an easy task to find an optimum solution, if not the best. And the above expression unconsciously seeks for a teacher who is like a craftsman of fine arts, who is able to respond to such fluid and individual situations and find the optimum solution or approximation to such solution. And furthermore, in order to ensure this over the country, it is necessary to produce such craftsmen in massive quantity. Let us review quality education briefly. In the economically advanced countries, quality education, especially the quality of te...