The Relationship Between Extension Classes and Academic Performance of Upper Basic School Students in Social Studies
Chapter One
PURPOSE OF THE STUDY
The general objective of this study is to identify the relationship between extension classes and academic performance of upper basic school students in social studies while the following are the specific objectives:
1. To find out the relationship between extension classes and academic performance of upper basic school students.
- To examine the influence of extension classes on performance of students in social studies.
- To determine the students attitude to extension classes
- To find out the factors influencing student academic performance in social studies.
5. To ascertain the quality of teaching and learning received during the extension classes
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of extension education
Extension education is an applied social science consisting of relevant content derived from physical, biological and social sciences and in its own process synthesized into a body of knowledge, concepts, principles and procedures oriented to provide non-credit out of school education largely for adults. – Leagans (1971). Extension Education is a science, which deals with the creation, transmission & application of knowledge designed to bring about planned changes in the behavior-complex of people, with a view to help them live better by learning the ways of improving their vocations, enterprises & institutions (Reddy, 1993). Extension Education is a science that brings about desirable changes in the behavior of the concerned persons through educational methods, so as to improve their general standard of living with their own efforts. In fact, it deals with the designs & strategies of transfer of technology to the concerned persons. In other words, what is taught to the farmers is not Extension Education, though its knowledge is applied for the effective & efficient communication of various programmes of change (Singh, 1994). Extension is education and that its purpose is to change attitude and practices of the people with whom the work is to change. (Ensminger,1957) Extension Education is the process of teaching rural people how to live better by learning ways to improve their farm, home and community institutions (Leagans, 1961). Extension as an out of school education and services for the members of the farm family and others directly or indirectly engaged in farm production to enable them to adopt improved practices in production, management, conservation and marketing. Several authors defined extension in various ways emphasizing the importance of one or the other aspect of extension (National Commission on Agriculture, 1976).
Scope of extension education
Extension appears to have unlimited scope in situations where there is need for creating awareness amongst the people and changing their behavior by informing and educating them. Kelsey and Hearne (1967) identified nine areas of programme emphasis, which indicate the scope of agricultural extension. 1. Efficiency in agricultural production. 2. Efficiency in marketing, distribution and utilization. 3. Conservation, development and use of natural resources. 4. Management on the farm and in the home. 4 5. Family living. 6. Youth development. 7. Leadership development. 8. Community development and rural area development. 9. Public affairs. The following statements will further amplify the scope of extension. 1. Extension is fundamentally a system of out-of-school education for adults and youths alike. It is a system where people are motivated through a proper approach to help themselves by applying science in their daily lives, in farming, home making and community living. 2. Extension is education for all village people. 3. Extension is bringing about desirable changes in the knowledge, attitudes and skills of people. 4. Extension is helping people to help themselves. 5. Extension is working with men and women, boys and girls, to answer their felt needs and wants. 6. Extension is teaching through “learning by doing” and “seeing is believing”. 7. Extension is working in harmony with the culture of the people. 8. Extension is a two-way channel; it brings scientific information to village people and it also takes the Problems of the village people to the scientific institutes for solution. 9. Extension is working together (in groups) to expand the welfare and happiness of the people with their own families, their own villages, their own country and the world. 10. Extension is development of individuals in their day-to-day living, development of their leaders, their society and their world as a whole.
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 constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine the relationship between extension class and academic performance of upper basic school students in social studies. Selected secondary schools in Uyo 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 eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the relationship between extension classes and academic performance of upper basic school students in social studies. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the relationship between extension classes and academic performance of upper basic school students in social studies
Summary
This study was on the relationship between extension classes and academic performance of upper basic school students in social studies. Three objectives were raised which included: To find out the relationship between extension classes and academic performance of upper basic school students, to examine the influence of extension classes on performance of students in social studies, to determine the students attitude to extension classes, to find out the factors influencing student academic performance in social studies and to ascertain the quality of teaching and learning received during the extension classes. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The main conclusion was that for mostly class and above learners, it is probably too late for meaningful interventions and that mastering basic content of these subjects should be accomplished at the foundation phase of schooling. The provision of extra classes as a norm should be restricted, as it places great pressure on the students and also on the teachers. Extra classes could have a positive impact on children if they facilitated the learning process, engaged and motivated children and maximized their learning potential. Too many extra classes can lead to stress in children and thus have a negative impact on their physical and mental development. The perception changes from person to person with respect to extra classes, but a good quality of classroom teaching during the regular working hours can tackle the growth of extra classes.
Recommendation
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.
References
- Heugh K (2006). Without language everything is nothing in education. HSRC Rev., 4(3): 8-9.
- Howie S (2002). English language proficiency and contextual factors influencing Mathematics achievement of secondary school pupils in South Africa. Enschede: Sarah Howie (Doctoral thesis, University of Twente).
- Howie S, Venter E, Van SS, Zimmerman L, Long C, Scherman V, Archer E (2007). South African children‟s reading literacy achievement: PIRLS 2006 Summary Report. Pretoria: University of Pretoria.
- Prinsloo CH (2008). Extra classes, extra marks? Report on the PlusTime project. Pretoria: HSRC.
- Prinsloo CH (2009). The effect of extra classes a year later on Grade 9 exit marks: Technical Supplementary Report on the PlusTime Project. Pretoria: HSRC.
- Reddy V (2006). Mathematics and Science achievement at South African schools in TIMSS 2003. Cape Town: HSRC Press.
