Extra Moral Classes and Their Effect on Students’ Academic Performance in Social Studies in Junior Secondary Schools
Chapter One
OBJECTIVES OF THE STUDY
The primary objective of this study is to examine extracurricular classes and their effect on students’ academic performance in social studies in junior secondary schools. Specifically, this study seeks to:
- Determine the extent extra mural classes is carried out in secondary schools in Nigeria.
- Examine the effects of extra mural classes on students.
- Determine whether extra mural classes affects students academic performance.
- Determine if there is any relationship between extra mural classes and students improved performance in social studies.
CHAPTER TWO
REVIEW OF LITERATURE
INTRODUCTION
Our focus in this chapter is to critically examine relevant literature that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
Precisely, the chapter will be considered in three sub-headings:
- Conceptual Framework
- Theoretical Framework
- Empirical Framework
CONCEPTUAL FRAMEWORK
Extra Moral Classes
The term “extra” means additional or increase in a particular area. Hornby (2015) defines extra as, more than it should be or expected to be or a thing that is added to something for effectiveness. Etymologically, the word “extra” is derived from the Latin word meaning „outside.‟ Therefore, extra lesson is teaching and learning beyond the conventional classroom arrangement and involves more deliberate and in-depth focus on subject matter already discussed in the conventional classroom. A lesson is an experience gotten from a course of learning or something that has imparted a form of experience on the learner through a medium. Extra lesson refers to instruction outside the walls of a classroom (Sundqvist, 2009). Many activities are referring to the field of learning outside the classroom. These include, for example, out-of-school, extracurricular, non-formal, informal, naturalistic, self-directed, non-instructed and autonomous learning etc. According to Benson (2001), the extra lesson is any kind of learning that takes place outside the classroom and involves self-instruction, naturalistic learning or self-directed naturalistic learning. Therefore, the extra lesson is an additional time spent in teaching or learning a particular subject, trade or skill after the normal class period assigned for that lesson. In teaching and learning, continuous, repetitions, citations create a long-lasting impression on the lesson. To improve learning, parents and guidance engage their children and wards to participate in extra lessons as a means of improving their academic achievement. It is in this vein that Kim and Lee (2010) opined that, it is the ineffectiveness of the conventional class lessons that has been used as a determinant of extra lessons. Academic performance is one of the most mentioned phases in education, especially amongst students, teachers, parents, guidance and government. This phrase, academic achievement/performance is the measuring tool of the standard or quality of education if it is falling on improving. Academic achievement/performance is measured by the students‟ level of mastery of instructions. Aibinuomo (2019) sees academic achievement as scores or grades from a standardized test and the total ability and outcome of a student‟s performance. Academic achievement and performance according to the Encyclopaedia (2017), is the outcome of education which is the extent to which the student and/or teacher achieve their educational goals. According to Lawrence and Vimala (2012), academic achievement is the level which a student has attained in a given area of study in a formal education that measures knowledge through test, grade points, scores, examination, degree, and so on that is whatever the measuring instrument is, that gives a positive report on the students‟ performance. As opined by Lopez (2017), academic performance is a person‟s excellent performance in a given area of study. Good (2012), sees academic achievement as skills and knowledge obtained in a test or examination of a school subject prepared by a teacher. Orluwene and Igwe (2015) defined academic achievement/performance is the standard of measurement used to ascertain the level of students‟ achievement in the course or schools‟ educational objectives. Academic achievement is a performance in acquiring the goals of education (Bossaert, Douman, Buyse & Verchueren, 2011).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried out to investigate extra moral classes and their effect on students academic performance in social studies in junior secondary schools using selected junior secondary schools in Abeokuta, Ogun State as case study. Teachers and students form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of two hundred and sixty-six (266) questionnaires were administered to respondents of which only two hundred and fifty-nine (259) were returned and validated. For this study a total of 259 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
In this study, our focus was on extra moral classes and their effect on students academic performance in social studies in junior secondary schools using selected junior secondary schools in Abeokuta, Ogun State as a case study. The study specifically was aimed at highlighting determine the extent extra mural classes is carried out in secondary schools in Nigeria, examine the effects of extra mural classes on students, determine whether extra mural classes affects students academic performance and determine if there is any relationship between extra mural classes and students improved performance in social studies. A total of 259 responses were validated from the enrolled participants where all respondent are drawn from teachers and students of the selected schools.
CONCLUSION
Based on the finding of this study, the following conclusions were made:
- Extra mural classes are carried out in secondary schools in Nigeria
- The effects of extra mural classes on students includes:
- Students are well engaged,
- Students make good use of their extra time,
- help permanent learning and
- Improves the academic performance of students.
- Extra mural classes affects students academic performance
There is a relationship between extra mural classes and students improved performance in social studies
RECOMMENDATION
Based on the responses obtained, the researcher proffers the following recommendations:
- Parents and guardians need to take extra lessons seriously as they pave way for improved pass rates among learners. ·
- Due to limited time in the mainstream system, extra lessons could be used make up for the time limitations especially in the urban day high density secondary schools where there is hot sitting or double sessioning. ·
- While extra lessons have proved to be potent in propping up learner achievement, there is need to monitor the learners as they go away for the extra lessons to find out if in deed they are benefitting from them. ·
- Learners need to take into account they should not wait for teachers to do virtually everything for them but rather use extra lessons for guidance on how they go about certain activities rather than leave everything for the extra lessons teacher. ·
- While extra lessons are a worthwhile activity, learners should be able to do most the activities through learner centred approaches, under the guidance of the teachers. ·
- It is recommended that there be in place a legal frame work to operationalise extra lessons, which could also be used as a basis for future manpower base by the Government of Nigerian.
REFERENCES
- Baker, D. P. and Le Tendre, G. K. (2005). National differences, global similarities: World culture and the future of schooling. Stanford University Press: Stanford.
- Baker, D. P., Akiba, M., Le Tendre, G. K. and Wiseman, A. W. (2001). Worldwide shadow education: Outsideschool learning, institutional quality of school and cross-national mathematics achievement. Educational Evaluation and Policy Analysis, 23(1): 1-17.
- Baker, D. P., Akiba, M., Le Tendre, G. K. and Wiseman, A. W. (2011). Worldwide shadow education: Outsideschool learning, institutional quality of school and cross-national mathematics achievement. Educational Evaluation and Policy Analysis, 23(1): 1-17.
- Banerjee, A., Cole, S., Duflo, B. and Linden, L. (2007). Remedying education: Evidence from two randomised experiments in India. Quarterly Journal of Economics, 22(12): 55-64.
- Barrow, D. A. and Lochan, S. N. (2012). Supplementary tutoring in Trinidad and Tobago: Some implications for policy making. International Review of Education, 58(3): 405-22.
- Baxter, P. and Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4): 544-59.
- Bernstein, D. A. (2011). Essentials of psychology. Wadsworth: Belmont, CA.
- Bewu, C. (2013). Extra tuition as extra lessons in Zimbabwe. Harare: Government Printers.
- Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. UNESCO, International Institute for Educational Planning: Paris.
