The Influence of paid extra lessons on the quality of teaching and learning in Beitbridge secondary schools in Zimbabwe
- Author
- Sibanda, Polite
- Title
- The Influence of paid extra lessons on the quality of teaching and learning in Beitbridge secondary schools in Zimbabwe
- Abstract
- This exploratory study sort to probe the escalating phenomenon of paid extra lessons in Zimbabwean secondary and high schools, particularly Beitbridge district, examining their influence on pedagogical quality and learning outcomes. Employing a qualitative approach, the research combined individual interviews, focus group discussions, and observations to collect data from the sample. The findings revealed that most students receive extra tuition through paid lessons, with a disproportionate representation of students from higher socio-economic backgrounds. The data suggests that students from affluent households have significantly greater access to tutorials, with most of the students receiving weekly support. Notably, these students exhibited superior academic performance, higher motivation, and enhanced self-confidence compared to their peers without access to paid extra lessons. The study raises concerns regarding unequal access to paid extra lessons among students from diverse socio-economic backgrounds, with implications for the provision of targeted support. The study thus recommends that policymakers, governments, and educators should re-assess their pedagogical approaches, including funding basic education, implementing targeted support mechanisms, and exploring the potential of technology to supplement extra lessons. This may ultimately increase access to quality education for a broader student population including those from lower economic backgrounds.
- Date
- August 2024
- Publisher
- BUSE
- Keywords
- Paid Extra Lessons
- Quality of Teaching and Learning
- Supervisor
- Mrs. T.B. Mtetwa
- Item sets
- Faculty of Science Education
- Media
-
Sibanda, Polite.pdf