The Effect Of Private Lesson On Academic Performance Of Student In J.S.S Class

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The Effect Of Private Lesson On Academic Performance Of Student In J.S.S Class


Abstract


This study was carried out to investigate the effects of private lesson on academic performance of students in J.S.S classes. The sample for the study comprised of one hundred students who were randomly selected from four schools. data collected were analyzed with the use of simple percentage counts. Findings revealed that private lessons have positive effects on students performance.


Chapter One


Introduction

1.1 Background to the Study

Developing country policymakers recognize that education is a key determinant of individual productivity and economic growth. Many parents believe that the crowed environment in regular classrooms can have a negative impact on the academic performance of students.

Hence they send them to private tuitions where the teacher can individual help them to study their lessons more effectively and perform better at school. However, others believe that private lesson outside school hours are burdensome to children and it can have a negative influence on their academic developments. Because of the constrains of time, the size of the syllabus and the number of students, school teachers may not be able to cater to the individual needs of all children who have different intellectual capacities.

For instance, in regular classrooms weaker student find it hard to grasp the formulas of mathematics and science which makes these subjects difficult for them whereas, the teacher at a private tuition follows the pace of the student and makes sure that he is thorough with the lesson.

This means that the teacher has sufficient time to re-teach the lesson in case the student does not understand it, the first time this gives greater confidence to such students and helps them to get superior grades in examinations. On the other hand, private lessons outside school hours is considered, by many parents as an intrusion into the time that children should engage in sports or other extracurricular activities. They believe that students are already stressed out after regular school hours and should be given time to relax, instead of taxing them again with more lessons.

If they are forced into private tuitions they may develop a negative attitude toward studies, which would have detrimental effect on their academic performance. Moreover, private lessons outside school hours is very expensive and many parents would not be able to afford it. Although it may be financially burdensome for many parents, it is believed that intellectually weak, students would greatly benefit from private tuitions. In many countries, private lesson has arisen as a parallel education sector that provides supplementary instruction to students enrolled in the public school system.

Substantial private lesson industries can be found in countries as economically and geographically diverse as Cambodia, the Arab Republic of Egypt, Japan, Kenya, Morroco, Romania, Singapore, the United States and the United Kingdom. According to Hai-Auh Dang F. Halsey Rogers (2008) as cited evidence on the prevalence of lesson in 23 developing and developed countries. In almost all of them 25-90 percent of students at certain levels of education are receiving or recently revived private lesson. According to Roger (2008). In some countries, such as the Republic of Korea (hereafter Korea) and Turkey, Spending by households on private lesson new rivals public sector education expenditures. Private lesson has elicited mixed response from policy malcers. In some countries it is ignored in others it is actively controlled and regulated.

Private lesson has been banned at various times in Cambodia, Korea, Manritius and Myanmer According to Bray (1999) out of concern that it exacerbates social inequalities disrupt the public education system, and fails to increase academic performance or build human capital. Private lesson is defined here as fee-based lessons that provides supplementary instruction to children in academic subjects, they study in the maistreem education system.


1.2 Statement of the Problem

Against the background of the proliferating growth of private lesson centres and increasing trend of parents and students interest, the researcher seeks to find out the effects of private lesson on the academic performance of J.S.S Students.


1.3 Research Question

This research was therefore conducted to find solution to the following main research question.

  1. What effects does private lessons have on student academic performance.

1.4 Research Hypothesis

The study will test this hypothesis

  1. Student who attend private lessons do perform significantly better than those who do not.

1.5 Scope / Limitation of the Study

The study was restricted to four secondary schools in Yewa-North Local Government Area of Ogun State.
Limitations of the Study

The study relied heavily on data in the field. It was not possible to control the attitude of respondents during the study, as respondents out of fear of victimization could opt to give socially and professionally acceptable responses that could result in the study having inaccurate data. However, the respondents were assured of privacy and confidentiality so as to increase accuracy of the findings.


1.6 Significance of Study

The purpose of the study is to examine critically the effect of private lesson on the academic performance of the students.

The study also has implication for policy makers towards private lessons.


1.7 Definition of Terms

Private Lesson:

Is defined as fee-based lesson that provides supplementary instruction to children in academic subjects they study in the mainstream education system. It may be inform of any of the following.

Student Visit:

This is a situation where by the student goes to meet the teacher at home for lesson as agreed upon by the parents and the teachers.

Organized Private Lesson Centres:

These are centres in which the students were gathered together in a formal setting and employ a number of teacher to teach them.

Extra Coaching Organization:

This is a situation whereby the students were gathered after the school hours and set of student apart from those taught in the morning or working hours session.


Chapter Five


Summary, Conclusion and Recommendations

5.1 Introduction

This chapter presents summary of the study findings, conclusion and recommendations to an investigation on the effect of private tuition on academic performance in public secondary schools Ogun state


5.2 Summary of the Findings

Objective one: Determine whether the perceived effects on private tuition on academic performance by students differ from that of teachers

Regarding the perception of teachers and students on effects of private tuition on academic performance, it was found that most teachers (85%) and students (82%) supported the practice of private tuition. It was also found that private tuition helps students to cover syllabus and revise for examinations. The study established that mean perception of teachers was 2.13 while that of students was 2.22 with a standard deviation of 0.57 and 0.75 for teachers and students respectively.

Finally, the study revealed that perception scores of teachers and students were t (198) = -0.767, p=0.444 hence, statistically, there was no significance difference between the perception scores of teachers and students concerning private tuition on academic performance. The null hypothesis that students‟ perception of private tuition on academic performance does not significantly differ from that of teachers was therefore accepted.

Objective two: Establish whether the effects on private tuition on academic performance by teachers differ from that of school principals’

Concerning the perception of teachers and school principals on the effects of private tuition on academic performance, the study found that teachers (85%) and school principals (80%) supported the practice of private tuition. It was also found that teachers and principals made private tuition decisions in order to boast the performance of individual students and school performance.

The study established that mean perception of teachers was 2.13 while that of principals was 2.25 with a standard deviation of 0.57 and 0.55 for teachers and principals respectively. Finally, the study revealed that perception scores of teachers and principals were t (48) = -593, p=0.556 hence, statistically, there was no significance difference between the perception scores of teachers and principals about private tuition on academic performance. The null hypothesis that statistically there is no significant difference between the teachers‟ perception of private tuition on academic performance and that of school principals was therefore accepted.

Objective three: Establish whether the effects on private tuition on academic performance by parents differ from that of teachers

Regarding the perception of teachers and parents on effects of private tuition on academic performance, it was found that most teachers (85%) and parents (97.5%) supported the practice of private tuition. It was further found that parents and teachers felt that private tuition helps weak students to improve by allowing enough time for revision. The study established that mean perception of teachers was 2.13 while that of parents was 2.23 with a standard deviation of 0.57 and 0.55 for teachers and parents respectively.

Finally, the study revealed that perception scores of teachers and parents were t (78) = -848, p=0.556 hence, statistically, there was no significant difference between the perception scores of teachers and parents about private tuition on academic performance. The null hypothesis that statistically there is no significance difference between parents‟ perception of private tuition on academic performance and that of teachers was therefore accepted.


5.3 Conclusion

Based on the findings of the study, it can be concluded that private tuition is widely offered in schools in Ogun state. It can also be concluded that teachers are key decision makers as regards private tuition. From the findings, the researcher concluded that all classes are involved and work covered during tuition time is mainly syllabus coverage and revision of work already done. Most common tutoring approaches used are discussions followed by revision work. It can be concluded that private tuition is supported by educational stakeholders‟ namely, principals, parents, teachers and students.

The researcher also found out that majority of the principals supported private tuition for reasons of improving individual and school performance. It can be further concluded that private tuition can be reduced by reducing syllabus content to manageable levels, recruitment of more teachers and effective supervision of the curriculum by school administrators and Quality Assurance Standard Officers (QASO).

The researcher also deduced that private tuition helps teachers to address the needs of individual learners. These findings are consistent with Nyagosia, Waweru and Njuguna (2013), who pointed out that teachers consider provision of private tuition as an intervention strategy to cover syllabus and address the weaknesses portrayed by candidates before they take the national examinations.


5.4 Recommendations

Based on the findings, the researcher recommends the following:

There is need for the government to recruit more teachers in order to increase teacher student ratio. This will help teachers to address the needs of individual learners on time and thus reduce the need for private tuition.

Supervision of teaching in schools by the Directorate of Quality Assurance and Standards should be enhanced to make principals and teachers more accountable. This will minimize time wastage and teachers will be able to cover syllabus content on time.

Schools should strive to provide adequate educational resources like textbooks to enhance syllabus coverage. At the same time syllabus content need to be reduced to allow students develop their talents and have time for leisure.


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Frequently Asked Questions


What are the factors that affect academic performance?

Rationale of the Study The quality of academic performance of students is affected by various factors, such as teaching effectiveness, student’s study habits, distraction factors, family environment, etc. The study of academic performance of students may be helpful for the parents of the students as well as the policymakers of colleges.

What is the importance of learning and academic performance?

The development of academic knowledge, skills, abilities and proficiency among the individuals is enhanced through learning and academic performance. The academic performance of students in secondary schools determines the future goals, interest of student; what course they will student at tertiary level and what career path to choose and build.

What predicts academic performance of college students?

Results of the analysis indicates teaching efficacy of educators, study habits, distraction factors, and family environment of student as significant predictors of academic performance of college students. Results also point towards gender difference in academic achievement of students. On average, girls achieve higher grade than boys.

What matters most for students’ good performance in higher education?

According to Adeyele and Yusuf (2012), the ability of the academic staff matters the most for students’ good performance. Mlambo (2011) found that there is a positive impact on the performance of students in higher education and the lecturer’s teaching style. 

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