Abstract
This qualitative study investigated the psycho-emotional effects of extra lessons among urban day secondary school learners in Chegutu, Zimbabwe. In-depth interviews, focus group discussions and document analysis was adopted to generate data from teachers, school inspectors, parents and learners. Results from the study show that participants expressed mixed feelings on the psychological and emotional roles of attending extra lessons learners. Some participants credited extra lessons for their confidence building among the learners, before going into a test or examination. Others viewed extra lessons as a source of depression among learners and strained learners physically because most of the time they were busy. The study recommended that extra lessons needed to be continued but under the guidance of the teachers and parents. Since learners had their morale boosted before taking a test or examination, learners need to continue getting involved in extra lessons.
Reference28 articles.
1. Baker, D. P., Akiba, M., Le Tendre, G. K. & Wiseman, A. W. (2011). Worldwide shadow education: Outside-school learning, institutional quality of school and cross-national Mathematics achievement. Educational Evaluation and Policy Analysis, 23, 1-17.
2. Baker, D. P. & Le Tendre, G. K. (2005). National differences, global similarities: World culture and the future of schooling. Stanford: Stanford University Press.
3. Barrow, D. A. & Lochan, S. N. (2012). Supplementary tutoring in Trinidad and Tobago: Some implications for policy making. International Review of Education, 58, 405-422.
4. Bray, M. (2013). "Adverse effects of private supplementary tutoring: Dimensions, implications, and government responses." Paris: UNESCO.
5. Bray, M. (2015). The shadow education system: Private tutoring and its implications for planners. Paris: UNESCO.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献