CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Â Â Â Â Â Â Â Â Â BACKGROUND TO THE STUDYÂ
Education is a crucial predictor of individual productivity and economic development, according to policymakers in developing countries. Many parents think that pupils’ academic progress would suffer as a result of the crowded atmosphere in normal schools (Roger, 2008). As a result, they send them to private schools where the instructor may work with them personally to help them better understand their studies and succeed at school. Others, on the other hand, think that private lessons outside of school hours are taxing on children and may harm their academic progress. Due to time constraints, the breadth of the curriculum, and the number of pupils, school instructors may not be able to meet the unique requirements of all children with varying intellectual abilities (Roger, 2008). For example, poorer students in conventional classes struggle to comprehend math and scientific formulae, making these topics challenging for them, but the instructor in a private tuition follows the student’s pace and ensures that the course is completed thoroughly. This implies that the instructor has enough time to re-teach the material if the student does not comprehend it the first time. This gives such pupils more confidence and helps them get higher test marks. Private classes outside of school hours, on the other hand, are seen by many parents as an infringement on their children’s time spent participating in sports or other extracurricular activities. They argue that beyond normal school hours, pupils are already anxious and should be given time to unwind rather than being burdened with additional lectures. If they are compelled to attend private schools, they may acquire a bad attitude toward learning, which will harm their academic achievement (Roger, 2008). Furthermore, private courses outside of school hours are too costly for many parents. Although private lessons may be financially demanding for many parents, it is thought that cognitively inferior pupils would benefit immensely from them. Private lessons have emerged as a parallel education industry in several nations, providing supplemental teaching to children enrolled in public schools. Cambodia, the Arab Republic of Egypt, Japan, Kenya, Morocco, Romania, Singapore, the United States, and the United Kingdom are just a few of the nations with significant private lesson businesses. According to data presented by Hai-Auh Dang F. Halsey Rogers (2008) on the prevalence of lesson in 23 developing and industrialized nations. Almost all of them provide or just reinstated private lessons to 25-90 percent of students at various levels of schooling (Roger, 2008). In certain countries, such as the Republic of Korea (hereafter Korea) and Turkey, household spending on private lessons has now surpassed government education spending. Policymakers have had a varied reaction to private lessons. It is overlooked in some nations and vigorously monitored and regulated in others. Private lessons have been forbidden in Cambodia, Korea, Manritius, and Myanmar at different periods. Bray (1999) claims that it disrupts the public education system and fails to improve academic achievement or create human capital due to concerns that it exacerbates socioeconomic inequities. In this context, a private lesson is described as a fee-based session that gives supplemental teaching to students in academic areas that they are studying in the regular school system.
1.2Â Â Â Â Â Â Â Â Â Â Â Â Â STATEMENT OF THE PROBLEM
The goal of extending the designated study hour for pupils is to help them improve their grades. Some schools offer it for free to cover the plan of work, particularly for pupils studying for public exams (Bray, 1999). Students pay fees at certain schools and in all courses, especially in private institutions. Aside from extracurricular activities at school, other sorts of instruction, with the exception of those offered on a volunteer basis, charge money. The researcher intends to determine the impact of additional lessons on academic success of junior secondary school children against the backdrop of the proliferation of private lesson centers and a growing trend of parental and student interest.
1.3Â Â Â Â Â Â Â Â OBJECTIVE OF THE STUDY
the general objective of the study is the effect of extra lesson on academic achievement of junior secondary school student. The specific objective is as follows:
To find out if extra lessons improve students academic achievement.
To examine if students who attend extra lesson perform better than those who do not attend extra lesson.
To evaluate the effects of private lessons have on student academic performance.
