Extra Lessons Research Articles

What’s the Fuss about Extra Lessons? Empirical Evidence on Pupils’ Perception

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.

Exploring the effectiveness of the Merdeka curriculum in promoting effective learning practices

The urgency of this research stems from the need to adapt educational curricula to the evolving demands of post-pandemic learning environments. This study aims to explore the implementation of the Merdeka Curriculum (Curriculum Merdeka Belajar) at SDN Bolo 01, focusing on how teacher practices support the achievement of effective learning. By generating insights into the operationalization of the curriculum and identifying strategies to overcome implementation challenges, this research seeks to provide practical recommendations for elementary schools transitioning to the Merdeka This qualitative case study was conducted at SDN Bolo 01, Madiun Regency, East Java, Indonesia. Data were collected through interviews with school principals, classroom teachers, students, and parents, as well as observations and focus group discussions. The data were analyzed using an inductive model to generate themes and interpret The results indicate that SDN Bolo 01 has made significant efforts to implement innovative, student-centered learning practices aligned with the Merdeka Curriculum, such as Project-Based Learning accommodating the Pancasila Student Profile. However, challenges were identified, including teachers' limited experience and references, students' difficulty concentrating, parents' struggles in assisting learning at home, and classroom management issues in Islamic Religious Education. Efforts to address these challenges include teacher working group activities, independent training, parent mentoring, extra lessons for students, and coordination among Islamic Religious Education teachers. This study provides an in-depth qualitative exploration of the implementation of the Merdeka Curriculum in a specific elementary school context, focusing on how teacher practices support effective learning. By identifying strategies to overcome implementation challenges, this research offers practical insights for schools transitioning to the Merdeka Curriculum.

PEER TUTORING IN ACADEMIC WRITING

Peer tutoring in academic writing is a kind of peer-assisted teaching-learning strategy that provides the opportunity for students to facilitate other students in a collaborative way of learning writing. In pairs or groups, the student may learn not only academic, but social, behavioral, and functional skills as well. Many different ways to pair students, such as by ability level, skills mastered, or age. Indeed, to help each student with their particular writing issues, peer tutoring is necessary as an opportunity to offer extra lessons. Up-to-date, the Coronavirus pandemic's extensive effects have led to more and more educational institutions offering training and instruction online. Most schools and higher institutions in West Kalimantan use digital technology in their instructional program. However, because online sessions are usually held in big groups and have internet limitations, it might be difficult for the lecturer to keep track of all of their students. Incorporating peer tutoring via digital means can be an alternative to meet the student’s needs in online learning

Veiled intent or advancing children’s right to education? The legality of payments for extra lessons in Zimbabwe’s education system

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 afford and some children missing out.

Scientific Report of Action Research in Developing English Speaking Skills of Intermediate Level Learners

Abstract: When one was asked about competence in other languages it would certainly sound odd to be questioned “How many languages do you write?” A question such as “How many languages can you understand (or read)?” makes more sense, but usual question is “How many languages do you speak?” Speaking is the main skill by which a language acquired. These action research aims to develop speaking skills of intermediate level learners, who cannot catch up in speaking English with their peers during extra lessons. Based on interviews carried out to get initial data on the speaking skills, it was found out that the students had problems in speaking due to low listening skills and poor comprehension which in turn made the learners felt unconfident to speak. To help the learners, task-based learning was adapted through an action research in nine (three week) additional classes. Five learners participated in this study. The data were taken from the results of the pre-test to post-test, interview, and observations. The findings show that the use of task-based learning can help learners improve their speaking skills of four indicators assessed: listening skill, vocabulary, grammar and comprehension.

The Effects of Using Education Technology Tools on Learning Grammar for Students in Secondary School

Technology has become an indispensable part of modern life, and this is also true in education, especially during today's Covid-19 pandemic when students have to study online and offline. Educational technology and especially technology tools are used in teaching and learning English to promote teachers' teaching process to be more active, proactive, and creative, and also to help students have a more active and effective way of learning. In addition, technology helps teachers design their lessons more lively and attractive and provide extra lessons outside of regular school hours to help students understand the content of the lectures deeply, complete their assignments and expand their knowledge, especially grammar. This study focuses on the effects of using technology and technology tools in cultivating grammar for students, remarkably in supporting students in online learning. In this article, researchers have given definitions of technology tools, grammar, and types of tools commonly used in the process of teaching and learning grammar; thereby, teachers have the right choice for each type of technology tool for their lesson. At the same time, it also significantly improves the teaching and learning process when technology is applied.

SISTEM KLASIFIKASI KELULUSAN MAHASISWA DENGAN ALGORITMA RANDOM FOREST

Some of the causes of students not graduating on time are the Cumulative GPA, which is below standard, the contracted courses do not pass, and the Number of leave taken. If left unchecked, this student's graduation time affects the accreditation value of the study program. For that, we need an application that can classify students who do not graduate on time from an early age so that supervisors and teaching lecturers can pay special attention to extra lessons, provide motivation, and can provide encouragement for students who are classified as not graduating on time so that the student can graduate on time. In this study, a student graduation classification application was made using the Random Forest algorithm. The attributes used to classify student graduation are Grade Point Average, Grade Point Average 1 to 4, Number of courses not passed, age, and gender, with 2 class outputs classified as punctual and late. This application development uses Waterfall and Unified Modeling Language (UML) as modeling tools. Testing of student graduation classification applications using the Random Forest algorithm, which is carried out using 60% training data and 40% test data. The test was performed five times, and the highest accuracy obtained was 90.00% using 50 trees.

The psycho-emotional effects of extra lessons among urban day secondary school learners

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 were 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 by 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.

Role of extra lessons on the general administration of urban day high density secondary schools

This study investigated the role of extra lessons in the general administration of the secondary schools in Chegutu, Zimbabwe. The case study design was adopted. Interviews, focus group discussions and document analysis was used to collect data. Twenty-three participants, consisting of 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 in teacher professionalism. Teachers were accused of neglecting formal schoolwork by creating a 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.

Psycho-emotional effects of extra lessons among urban day secondary school learners

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.

The role of extra lessons on the general administration of urban day high density secondary schools

The role of extra lessons on the general administration of urban day high density secondary schools

The role of extra lessons on the general administration of urban day high density secondary schools

The role of extra lessons on the general administration of urban day high density secondary schools

Veiled intent or advancing children’s right to education? The legality of payments for extra lessons in Zimbabwe’s education system

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 the intent 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 still demanded 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 lessons in 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 afford and some children missing out.

Five Important Parental Involvement Variables that Affect Young Children’s Mathematical Achievements: A Comparative Study

Success in mathematics has been shown to increase career opportunities; thus, improving student learning in mathematics is vital for educational policymakers. This study investigated the effects of five parental involvement variables on young children’s mathematical achievements in 10 countries, including seven Arab countries, and found significant effects for all of them. Students who attended pre-primary education achieved higher mathematics scores compared to those who did not. Students who had been helped with or had their homework reviewed fewer times by their parents achieved significantly higher scores than those who had been helped or checked on more frequently. Students who had not attended any extra lessons to excel over or keep up with classmates achieved significantly higher scores. Students whose parents had university degrees attained significantly better results. Finally, students whose parents had higher expectations achieved significantly better results. These results have implications to enhance students’ mathematical achievements in Arab countries.

The role of extra lessons on the general administration of urban day high density secondary schools

The current qualitative inquiry aimed at investigating the role of extra lessons on the general administration of the urban day high density secondary schools in Chegutu, Zimbabwe. The researcher adopted the case study design and in-depth interviews, focus group discussions and document analysis were used for data generation. Interviews were held with teachers, school inspectors and parents. Learners were subjected to a focus group discussion. The researcher accessed and analysed documents which included punishment records as well as learner academic reports. The 23 participants from where data were generated consisted of 8 teachers, 6 learners, 6 parents and 3 school inspectors who were sampled through non-probability critical case purposive sampling. From the findings, it emerged that the general administration of the schools was affected by extra lessons. Extra lessons impact positively on school pass rates, ratings and help build and improve a good image for the schools in the community. More learners enroll in the schools. They assist in the reduction of the teachers` workload. Some negative effects were established from the study. For example, extra lessons have created a dent on teacher professionalism as some teachers have been accused of neglecting formal school work so that they create demand for extra lessons among learners. Extra lessons have also contributed indiscipline among learners, while at school. Tension has been created by extra lessons between teachers taking part and those not, given the extra remuneration coming out of the lessons. Relations between learners and teachers also seem to have strained. Despite these challenges, it is recommended that extra lessons should continue to be offered as they reduce the work load for teachers and provide a conducive working environment at the school since teachers are not over worked. However, it is prudent that MOPSE, school heads and parents monitor work that is being given to learners during the normal working hours to avoid instances where teachers work less in the main stream in order to create artificial demand for extra lessons. There is need for guidance and counselling to learners so that other activities expected of them in the formal school, for example, sports are not affected.

Effectiveness of an Innovative Sensory Approach to Improve Children's Nutritional Choices.

A case-control study was conducted to investigate the effectiveness of the Edueat® Method, through experiential workshops focused on the use of all 5 senses. In two different primary schools in the same city, questionnaires were administered in two months with a follow-up one year later. Participants: 119 children (age 8.2–9.0) chosen randomly; control group 66 (55.5%). Seven lessons of 2 h each were held in the schools by experts of the Edueat® method and seven extra lessons by the teachers. The main outcome measures were the children’s changes in their approach and attitude towards their eating habits. The answers were grouped with factor analysis and summarized through scores. Repeated-measures analysis of variance was conducted in order to identify the relationships between scores and treatment over time. At the end of treatment, the intervention group showed a significant appreciation towards healthy foods (+4.15 vs. −0.05, p = 0.02) and a greater capacity in identifying foods which are very good for the health (+15.6 vs. +14.4, p = 0.02). In conclusion, the Edueat® method was found to be particularly promising in transmitting knowledge of those foods which are healthy. Greater involvement of teachers and parents is crucial.

A Need or a Force? Shadow Education in Hong Kong From Secondary School Parent’s Perspective

It is becoming more common for students in Hong Kong to take extra lessons after school. Several surveys indicate that more than 70% of students need to take private tutoring classes after school in their final year of secondary school (Bray, 2013). This indicates that “shadow education” has become a trend in Hong Kong. There are different types of private tutoring classes in Hong Kong, such as one-on-one tutoring or tutorial classes for groups of five to eight students. These classes aim to help students to perform better in public examination, but it has become more competitive in recent years. Even if students have satisfactory results at school, they may be expected to take extra classes, since doing so has become a societal trend. However, do students really need to take so many classes after school? Does the quantity of private tutoring lessons taken correlate with good academic results? This study investigates why parents in Hong Kong are sending their children to learning centers after school. Do these children really need extra classes, or are they being affected by the surrounding area?

Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

Privatization, marketization, investment, and competition of education have become a global phenomenon with significant implications. While research on demand and patterns of shadow education are increasingly available across the world, very little is known about the scope of parents’ investments, family burden, and students’ workload. This paper focuses on shadow education in Dhaka, Bangladesh. Shadow education is defined as fee-based private supplementary tutoring that replicates the official school system. The study conducted on shadow education uses an explanatory sequential mixed methods design with quantitative data from questionnaires of 354 participants, involving students and parents, and qualitative data from interviews of 24 participants, including students, parents, and teachers. The aim of this paper is to examine how parents’ investments in their children’s private tutoring create high expectations and competition that bring financial burden to families in a disadvantaged society. It addresses the experiences of students’ workloads due to extra lessons of several subjects in a day, exam preparation pressure, and parents’ and peer pressures in the desire not to lag behind. It shows how students deal with time shortages for workloads from extra lessons and deprive themselves of sports and social activities, which are part and parcel of being a mentally, emotionally, and physically healthy human being. The study draws on the theories of educational privatization, competition, investment, and capability approach, which are then associated with the research contexts of this paper.

Stakeholder Perceptions of Intervention Strategies to Improve the Practice of Extra Lessons in Zimbabwean Urban Day High Density Secondary Schools

Stakeholder Perceptions of Intervention Strategies to Improve the Practice of Extra Lessons in Zimbabwean Urban Day High Density Secondary Schools

Exam Preparation: Concerns of London Upper Secondary School Students with Implications for Teachers and Teaching

The aim of this qualitative case study was to ascertain factors impacting the examination preparation process and causing concerns for London upper secondary students, to learn steps taken to reduce and/or resolve the concerns, and to discuss the implications for teachers and teaching. A subsidiary yet important aim was to give the students a “voice” in the research literature. Using convenient or opportunity sampling, 14 Grade 12 and 13 students, ages 16–18 in a south-west London secondary school, were interviewed face-to-face. The analysis of the data revealed external factors and a personal need factor, that is the need to pass the exam, impacted the examination preparation process and caused concerns for students. Schools and students have use various solutions to reduce and/or resolve concerns. For example, school-based solutions included offering make-up or additional sessions or extra classes. Students—when faced with large amounts of material and information—employed solutions such as “things-to-do lists” and breaking down tasks into manageable sections. Implications for teachers and teaching include the need for teachers’ lesson contents to address factors impacting exam preparation and students’ concerns. Teachers also need to equip students to use a variety of revision strategies, encourage students to use social support and ensure that promised extra lessons materialize.