THE INFLUENCE OF EXTRA MURAL CLASSES ON STUDENT ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOLS IN IJEBU-ODE LOCAL GOVERNMENT AREA OF OGUN STATE
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THE
INFLUENCE OF EXTRA MURAL CLASSES ON STUDENT ACADEMIC PERFORMANCE IN SOCIAL
STUDIES IN JUNIOR SECONDARY SCHOOLS IN IJEBU-ODE LOCAL GOVERNMENT AREA OF OGUN
STATE
ABSTRACT
This study
was carried out to examine the influence of extramural classes on student
academic performance in social studies using selected secondary schools and
extra mural classes centres in Port Harcourt. To achieve this objective, three
research questions and two research hypotheses were stated to guide this study.
The data collected were analyzed using simple percentages and tables to analyze
research questions. A structured questionnaire was used as the major instrument
for data collection from the selected secondary schools and extra mural classes
centres in Port Harcourt. After the careful analysis of the data, the following
findings were revealed that; extramural classes do influences student academic
performance in social studies and there are factors affecting students
attending extramural classes on academic performance in social studies. The
study concluded with some recommendations that parents should be sensitized
about their involvement in their children’ academics, the Nigerian government
should provide relevant teaching/learning materials/facilities in day schools
in their right quantities so that the students compete favorably with their
counterparts in boarding schools and enhance academic performance of the students,
there should be continued motivation on the part of the teacher so that there is continued monitoring
and evaluation of student work.
TABLE OF
CONTENTS
Cover
Page – –
– – –
– – i
Title
Page – –
– – –
– – –
ii
Certification –
– – –
– – –
iii
Dedication
– – –
– – –
– – iv
Acknowledgement –
– – –
– – v
Abstract –
– – –
– – –
– vii
Table of
Content – –
– – –
– – viii
Chapter One
1.0 Introduction – –
– – –
–
1.1 Background of the Study –
– – –
1.2 Statement of the Problem –
– – –
1.3 Objectives of the Study –
– –
– –
1.4 Research Questions –
– – –
–
1.5 Significance of the Study –
– – –
1.6 Scope of the Study –
– – –
–
1.7 Limitation of the Study – –
– – –
1.8 Definition of Terms –
– – –
–
Chapter Two:
Review of Related Literature
2.1 Introduction – –
– – –
2.2 Theoretical Framework –
– – –
–
2.2.1
Self-Determination Theory – –
– –
2.2.2 The
Theory of Planned Behaviour –
– –
2.3 The Concept of Academic Performance –
– –
2.4 School Attendance and Academic
Performance – –
2.5 School Instructional Resources and Academic
Performance –
– – –
– – –
2.6 Monitoring Mechanisms and Academic
Performance –
– – –
– – –
Chapter
Three: Research Methodology
3.1 Introduction – –
– – –
–
3.2 Design of the Study –
– – –
–
3.3 Area of the Study –
– – –
–
3.4 Population of the Study –
– – –
3.5 Sample Size and Sampling Techniques – –
3.6 Sources of Data – –
– – –
–
3.7 Method of Data Collection –
– – –
3.8 Method of Data Analysis –
– – –
Chapter
Four: Presentation, Analysis, Interpretation of Data
4.1 Introduction – –
– – –
–
4.2 Presentation and Analysis of Data –
– –
4.3 Discussion of Findings – –
– – –
Chapter
Five: Summary, Conclusion and Recommendations
5.1 Introduction – –
– – –
–
5.2 Summary
– – –
– – –
–
5.3 Conclusion – –
– – –
– –
5.4 Recommendations –
– – –
–
References –
– – –
– –
Appendices –
– – –
– –
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Extramural
classes popularly known as tutorial classes or simply “lessons” has become big
business in Nigeria. It is organised by teachers in both the public and private
schools officially in school premises, by unemployed trained and untrained
teachers and even by school dropouts who could not pass the examinations for
which they now prepare the unwitting candidates (Tosanwumi, 2015). The classes
are being patronised by pupils in the primary and students in secondary schools
preparing for both internal and external examinations.
More
recently, the plague has spread to the universities and other tertiary
educational systems with “senior students” and occasionally, lecturers
organising extramural classes in some so-called difficult courses for fresh
students.
While there
is nothing basically wrong in the concept of extramural classes, the sense of
urgency and the compulsion attached, the quality of the classes, as well as the
results of such classes leave room for many questions. Why is this level of dependence
on extramural classes necessary? Why has the performance index of the
participating students not improved over the years?
According to
Tosanwumi (2015), the performance of teachers in many of our educational
institutions is very poor. Many teachers in our public and private primary and
secondary schools have been shown to be of very poor quality even under the
very best conditions.
The most
annoying extramural classes are those organised by teachers in the public
institutions who shun their normal teaching duties during school hours only to
teach the same topics during official extramural classes imposed on the
students at additional cost. Absence from such classes simply means that the
students would lose the benefits of formal instructions on the topics
concerned. Most of the official extramural classes in the public schools just
provide another opportunity to enhance the teachers’ remuneration with little
or no improvement in the academic standing of the students.
Another
drawback to the proliferating extramural classes is the poor quality of the
participating teachers. The privately organised classes are manned by a motley
group of teachers including jobless graduates, teachers from surrounding
schools and secondary school graduates who yet to pass a subject or two in the
senior school certificate examination.
Some have
been unable to scale the great barrier posed by the post UTME to secure
admission into a university or other tertiary institutions. Some of the English
teachers in the extramural classes themselves are very much in need of
tutorials in English language as they cannot make a single correct sentence in
the course of a normal conversation (Tosanwumi, 2015).
Even the
output of well trained teachers in the public establishments is quite low
because of poor supervision. Under such conditions, even the best students find
themselves handicapped and literarily unable to cope with the pressure of self
tutoring and have no choice but seek help from the extramural classes.
The
performance of students in any academic task has always been of special interest
to educators’ parents and society at large. The primary concern of any educator
who is entrusted with the responsibility of selecting students for any advance
training in a given field, is the ability to estimate as accurately and as
early as possible the probability that such candidates will succeed or fail
(Yusuf and Adigun, 2010).
1.2 STATEMENT OF THE PROBLEM
The most
disturbing aspect of the extramural classes is their deep involvement in
propagating examination malpractice. Prospective students are lured to many of
these extramural classes on false claims of fantastic achievements by the
centre directors. Many tutorial centre operators succeed in getting the hapless
candidates streaming to their centres on the basis of these false claims. But
in order to maintain the stream of candidates, they need to show that they can
really deliver on their false promises. This is where their involvement in
examination malpractice comes in. According to an online comment on the
tutorial business, “this is the sad fact and the dark side of the whole
business.”
The tutorial
centres are the masterminds of a significant proportion of the examination
malpractices wreaking havoc on the Nigerian educational establishment, second
only to the miracle centres! They specialise in obtaining answers, and sending
the same to their candidates in the different centres with the active
participation of the coordinators and invigilators. In some cases, they ensure
that their candidates are all registered in designated centres where they exact
significant influence. In one case in the recent past, a tutorial centre
director got all his UME candidates registered in a particular centre where he
provided them with authentic question papers and answers for a very handsome fee.
Fortunately for the system, the centre result was cancelled!
The more
permanent effect of this dependence on extramural classes is the total loss of
self confidence by many of their patrons. A relation of mine who just got
admitted into one the universities in the south-south got sucked into one of
the campus based extramural classes even before the commencement of lectures.
The golden qualities of hard work and self reliance are jettisoned in favour of
lessons, lessons and more lessons! Because these dividends of tutorial classes
cannot be guaranteed within the university campuses, other frauds of
unprecedented magnitude and diversity are hatched. If the educational
foundation is strengthened, Nigerian students will get rid of the extramural
centres that fleece their parents of the resources they can only ill afford and
begin to recover their self esteem and self reliance which collectively is the
ultimate strength of the Nigerian nation.
1.3 PURPOSE OF THE STUDY
The purpose
of this study includes the following:
To examine
the influence of extramural classes on student academic performance in social
studies.
To examine
the factors affecting students attending extramural classes on academic performance in
social studies.
To determine
how lack availability of school instructional resources influence students
academic performance in secondary
schools.
1.4 RESEARCH QUESTIONS
The
following research questions were stated to guide this study:
Does
extramural classes influence student academic performance in social studies?
Are there
any factors affecting students attending extramural classes on academic
performance in social studies?
Does lack
availability of school instructional resources influence students academic
performance in secondary schools?
1.5 RESEARCH HYPOTHESES
The
following research hypotheses were formulated to guide this study:
Hypothesis 1
H0: Extramural classes do not influence student
academic performance in social
studies.
H1: Extramural classes do influence student
academic performance in social studies.
Hypothesis 2
H0: There are no factors affecting students attending
extramural classes on academic
performance in social studies.
H1: There are factors affecting students
attending extramural classes on
academic performance in social studies.
1.6 SIGNIFICANCE OF THE STUDY
Education is
regarded as an extrinsic good and instrumental in the acquisition of gainful
employment, In Nigeria, the kind of Job one acquires largely depends on ones
educational level (Kadenyi, 2001). It is in the light of the above
consideration that this study aims to give some insight on how day schooling
influence academic performance in secondary schools. Hence the study intends to
make a contribution to the existing knowledge on effective ways of improving
academic performance in day secondary schools. Extra mural classes
The study is
significant in that the results will contribute to awareness on the trends of
education by gender at the smaller unit. The smaller unit being closer to the
people will shade more light and enable government design intervention policies
in addressing the retention and completion issues. The study will also bring to
light gender issues in education that may not have come to light when using
large units such as the county for comparison.
Parents will
also benefit from the study because this will help them to support the
extramural classes for their children to enhance academic performance of
students. Extra mural classes
1.7 SCOPE OF THE STUDY
The scope
concerns about the influence of extra mural classes on students academic
performance in social studies with a particular reference to selected secondary
schools and extra mural classes centres in Port Harcourt.
1.8 LIMITATION OF THE STUDY
The
following limitations were noted in this study:
The study
only covered selected secondary schools and extramural class centres in Port
Harcourt due inadequate of funds to cover the whole of the State. To add on
this, the number of respondents in this research study was limited to the
teachers, instructors who were respondents to the questionnaires and other
officers who were interviewed. The study distance between schools in the rural
set up posed a challenge. Extra mural classes
1.9 DEFINITION OF TERMS
Academic
performance: Academic performance refers to how students deal with their
studies and how they cope with or accomplish different tasks given to them by
their teachers. It is also said to be the ability to study and remember facts
and being able to communicate your knowledge verbally or down on paper. Extra
mural classes
School
Attendance: School attendance refers to absenteeism and lateness
School
Resources: School resources are the teaching and learning materials
Parent
Support: Parent support means parents provision of students needs.
Monitoring
Mechanism: Monitoring mechanism refers to teaching supervision and evaluation.
Retention:
This is a strategy used by education on academically weak students by making
them to repeat or redo a class or grade. Extra mural classes
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