Effects of Coaching Classes on Secondary School Student’s Performance in Chemistry
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To identify senior Secondary chemistry graduate students that attended coaching classes before their examinations
- To identify Senior Secondary School graduates that did not attend coaching classes before their examinations
- To describe if there is any statistical difference in their performance in May/June examination
CHAPTER TWO
REVIEW OF RELATED LITERATURE
School Holiday Coaching and Learner Morale
Bray (1999), Yoo (2002) and Kwok (2004) are in agreement that school holiday coaching supplements the normal learning time of formal learning commercially. In the event of distinguishing remedial lessons for slow learners to improve achievement, it is at times undertaken off school premises. Studies carried out in Asia justify school holiday coaching. It is believed that it supplements the normal teaching formal time. It also distinguishes remedial forms of teaching for slow learners to improve under-achieved subjects out of the school premises (Bray, 2003; Yoo, 2002 [19]; Kwok, 2004) [8]. In some instances, private tuition has been identified with remedial lessons or holiday tuition of which the former is conducted in the evening, morning and over weekends while the latter during the school holiday. Marimuthu, Singh, Ahmed, Lim, Mukherijee and Oman (1991) [10] posit that through commercialization holiday tuitions have mostly been abused. A 1996 survey in Hong Kong posits that 25.65% of lower secondary students are privately tutored. In Malta, a survey conducted in 1997/98 on 1,482 pupils in lower and upper secondary established that 50.5% attended private tuition (Bray, 2003). Similarly, a 2007 survey in Japan reported 65.25% tutoring in junior secondary and at home. Studies in Malaysia, Colombia, Taiwan and Egypt also indicate booming private tuition in urban areas than rural. This is because urban life is highly competitive and parents appreciate the value of education since they themselves are educated and can afford commercial tuition (Chew & Leong, 1995 [4]; Bray, 1999; Tseng, 1998; Fergary, 1994). Private tuition is a growing phenomenon the world over (Russell, 2002) [16] states that in the United Kingdom, through private tuitions, “a secret lessons revolution has taken place in state education”. Russell notes that in London and other major cities, private tutoring is common. It has become a significant yet unacknowledged factor in children’s performance (ibid.).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to effects of coaching classes on secondary school student’s performance in chemistry.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Effects of coaching classes on secondary school students performance in chemistry.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of coaching classes on secondary school student’s performance in chemistry
Summary
This study was on effects of coaching classes on secondary school students performance in chemistry. Three objectives were raised which included: To identify senior Secondary chemistry graduate students that attended coaching classes before their examinations, to identify Senior Secondary School graduates that did not attend coaching classes before their examinations and to describe if there is any statistical difference in their performance in May/June examination. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staffs of selected secondary schools. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Coaching is not a unique phenomenon in schools in Nigeria only; it is a worldwide phenomenon with far reaching implications in the mainstream educational system. Based on the findings of this study, the it is clear that holiday coaching exists and thrives in very competitive environments, in societies where people have placed very high premiums in education and where social and economic advancement are dependent on one’s educational qualifications. Teachers believe that holiday coaching significantly influences learners’ morale, syllabus coverage and learners’ performance in May/June Senior Secondary Certificate Examination (SSCE). Teachers also attributed the need for school holiday coaching to three main factors: economic, educational and social
Recommendation
Based on the findings of the study, it is recommended that the government needs to lift the ban on holiday tuition and instead recognize, actively encourage and regulate holiday coaching in secondary schools. This will boost learners’ morale
References
- Bray M. Blurring Boundaries: The Growing Visibility, Evolving Forms and Complex Implications of Private Supplementary Tutoring. Hong Kong: Comparative Education Research Centre, 2010. 2.
- Bray M. Benefits and tensions of shadow education: comparative perspectives on the roles and impact of private supplementary tutoring in the lives of Hong Kong students. Journal of International and Comparative Education. 2013; 2:1. 3.
- Buchmann C. The State and Schooling in Kenya: Historical Development and Current Challenges. Africa Today 2013; 46(1):95-116. 4.
- Chew S.B, Leong Y.C. Private Tuition in Malaysia and Sri Lanka. Nairobi: Longhorn Publishers, 1995. 5.
- Hallak J, Poisson M. Ethics and Corruption in Education: Corrupt School, Corrupt Universities. International Journal of humanities and science. 2007, 15. 6.
- Kulpoo D. The quality of Education; some policies and suggestions based on a survey of schools in Mauritius. SACMEQ Policy Research 1 Paris: UNESCO/IIEP, 2008. 7.
- Kwok P. Examination Oriented Knowledge and Value Transformation in East Asian Cram Schools. Asia Pacific Education Review 2004; 5(1):64-75. 8.
