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IMPACT OF HOLIDAY COACHING ON PUPILS ACADEMIC PERFORMANCE IN PRIMARY SCHOOLS IN IJERO LOCAL GOVERNMENT AREA OF EKITI STATE

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 Format: MS WORD ::   Chapters: 1-5 ::   Pages: 57 ::   Attributes: Questionnaire, Data Analysis ::   70 people found this useful
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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

 

School holiday coaching is a global phenomenon. The practice is amplified in some parts of East Asia, particularly Japan, Republic of Korea and Taiwan in the 1960s (Bray, 2003; Silova & Bray, 2005) [17]. It has since cascaded rapidly to most urban areas in the rest of the world within a very short span of time. In some countries in East Asia, the practice has transformed into a macro enterprise (Bray, 2010) [1]. Justifications for the practice can be categorized basing on factors related to demand and supply.

Factors supporting school holiday coaching demand include high return rates, given the decisive role examinations play in influencing incomes, increased competition for admission into prestigious universities and lucrative careers, cultural factors; Confucian traditions, particularly the perceived role of effort in educational success amidst many Asian societies among others (Bray, 2013) [2]. From the supply perspective, factors justifying holiday coaching comprise inadequate classroom teaching, an overloaded educational curriculum and mediocre selection and evaluation mechanisms (Hallak & Poisson, 2007) [5].

According to Raffick (2004) [14], holiday coaching can take different forms and size of the classes can differ from country to country. Some tutoring is provided on one-on-one basis, home-based, small groups, coaching centres and in extensive theatre halls, home-based modalities, individually or in small groups at the tutor’s or clients home.

1.2 STATEMENT OF THE PROBLEM

School holiday coaching existed in Nigeria before the introduction of the 6-6-4 system as a free service provided to the learners by their teachers. With the advent of the 6-6-4 system, the practice spread widely and became commercialized (Wanyama & Njeru, 2004). Holiday break is such a vital component of the learner’s social right. This is also stipulated in the Education Act. Every learning session is alternated with a break to all the learners to contemplate on what they have been taught and apply it in their daily cultural situations. This is vital since the learner is allowed to interact and socialize with their environment to conceptualize their intellectual faculties to their immediate society. This has not been so since most learners are recalled back to a vigorous and strenuous learning session purported to improve the learner’s capacity.

This perception is teacher based at the expense of the learner’s freedom to relax and interact out of the normal learning session set for their playful activities to promote mental and social development. The Ministry of Education has constantly directed through the mass media and circulars that holiday coaching is banned for students in private and public schools (MOEST & HR, 1999 [11]; MOE, 2008) [12]. The Ministry has banned the extension of curriculum delivery into breaks, lunch, after-school hours, during the weekends and school holiday. It is an illegal way of providing education. The MOE argues that holiday coaching deprives children the opportunity to relax and learn social skills through interaction and socialization through play among themselves and with parents. However, there are indications that many schools still offer private tuition (Wanyama & Njeru, 2004 [18]; MOE, 2008).

Nonetheless, there is a shortfall of knowledge on what really motivates school holiday coaching as perceived by teachers; teacher perceptions on the relationship between school holiday coaching, and syllabus coverage and teacher perceptions on the relationship between school holiday coaching and learners’ performance in Nigeria. It was, therefore, critical that a systematic study be carried out to investigate this practice and establish the gap behind this issue on student performance.

1.3 AIM AND OBJECTIVES OF THE STUDY

The study seeks to determine the impact of coaching on pupils academic performance in primary schools in Ijero L.G.A, Ekiti state. The objectives of the study are:

  1. To determine the relationship between holiday coaching and pupils performance in Ijero L.G.A
  2. To determine the effect of holiday coaching on pupils performance in Ijero L.G.A
  3. To identify the factors affecting holiday coaching and pupils performance in Ijero L.G.A
  4. To determine the importance of holiday coaching to pupils in Ijero L.G.A

1.4 RESEARCH QUESTIONS

The research questions are:

  1. What is the relationship between holiday coaching and pupils performance in Ijero L.G.A?
  2. What is the effect of holiday coaching on pupils performance in Ijero L.G.A?
  3. What are the factors affecting holiday coaching and pupils performance in Ijero L.G.A?
  4. What is the importance of holiday coaching to pupils in Ijero L.G.A?

1.5 SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

1.    The outcome of this research will create awareness to both the general public and students staying in any primary school on the importance of holiday coaching and pupils performance.

2.    This research will be a contribution to the body of literature in the area of the impact of coaching on pupils academic performance in primary schools in Ijero L.G.A, Ekiti state, thereby constituting the empirical literature for future research in the subject area

1.6 SCOPE OF THE STUDY

The study covers on impact of coaching on pupils’ academic performance in primary schools in Ijero L.G.A, Ekiti state

1.7 DEFINITION OF TERMS

COACHING: Coaching refers to a method of training, counselling or instructing an individual or a group how to develop skills to enhance their productivity or overcome a performance problem.

 

 


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Project Information

Format:MS WORD
Chapter:1-5
Pages:57
Attribute:Questionnaire, Data Analysis
Price:₦3,000
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