THE PERCEPTIONS OF EDUCATION STAKEHOLDERS TOWARDS EXTRA LESSONS IN SECONDARY SCHOOLS IN CHEGUTU HIGH DENSITY SUBURBS
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Title
THE PERCEPTIONS OF EDUCATION STAKEHOLDERS TOWARDS EXTRA LESSONS IN SECONDARY SCHOOLS IN CHEGUTU HIGH DENSITY SUBURBS
Creator
RICHARD BUKALIYA
Description
This multi-case study was undertaken in three Chegutu urban secondary schools in Mashonaland
West Province. It investigated stakeholder perceptions towards extra lessons and provided
suggestions on how extra lessons could be implemented to the satisfaction of stakeholders, who
included, the Ministry of Primary and Secondary Education (MOPSE) and parents, teachers and
learners. The study adopted the interpretivism paradigm and the qualitative research approach. The
subjective epistemology was adopted because there was no one method of knowing what really
the role of extra lessons was. The study used interviews, document analysis and focus group
discussions to generate data. Purposive critical case sampling was used to select twenty-three
participants who took part in the study. Findings show that extra lessons had both positive and
negative roles. The extra lessons helped improve the academic performance of learners and helped
in covering up for inadequate time in the formal school system. They assisted in improving the
school image through good results and paved the way for the reduction of the teachers` workload.
Economically, teachers got extra remuneration from the extra lessons but they drained the family`s
meagre financial resources. However, teachers` professionalism was dented as some teachers
created demand for extra lessons by teaching less in formal school. One major conclusion drawn
from the findings is that extra lessons contribute to indiscipline at the school among learners but
they make learners shift their attention from the social ills of the community. From the findings, it
was recommended that MOPSE should set standards for service providers and invest in extra
lessons because they were assisting many in meeting the shortfalls of the mainstream system. To
mitigate challenges encountered during extra lessons, the ON-OFF model could be adopted as it
calls for support from all the educational stakeholders. Further studies on the role of extra lessons
could be undertaken in rural communities.
West Province. It investigated stakeholder perceptions towards extra lessons and provided
suggestions on how extra lessons could be implemented to the satisfaction of stakeholders, who
included, the Ministry of Primary and Secondary Education (MOPSE) and parents, teachers and
learners. The study adopted the interpretivism paradigm and the qualitative research approach. The
subjective epistemology was adopted because there was no one method of knowing what really
the role of extra lessons was. The study used interviews, document analysis and focus group
discussions to generate data. Purposive critical case sampling was used to select twenty-three
participants who took part in the study. Findings show that extra lessons had both positive and
negative roles. The extra lessons helped improve the academic performance of learners and helped
in covering up for inadequate time in the formal school system. They assisted in improving the
school image through good results and paved the way for the reduction of the teachers` workload.
Economically, teachers got extra remuneration from the extra lessons but they drained the family`s
meagre financial resources. However, teachers` professionalism was dented as some teachers
created demand for extra lessons by teaching less in formal school. One major conclusion drawn
from the findings is that extra lessons contribute to indiscipline at the school among learners but
they make learners shift their attention from the social ills of the community. From the findings, it
was recommended that MOPSE should set standards for service providers and invest in extra
lessons because they were assisting many in meeting the shortfalls of the mainstream system. To
mitigate challenges encountered during extra lessons, the ON-OFF model could be adopted as it
calls for support from all the educational stakeholders. Further studies on the role of extra lessons
could be undertaken in rural communities.
Publisher
ZOU
Date
2019
Files
Collection
Citation
RICHARD BUKALIYA, “THE PERCEPTIONS OF EDUCATION STAKEHOLDERS TOWARDS EXTRA LESSONS IN SECONDARY SCHOOLS IN CHEGUTU HIGH DENSITY SUBURBS,” ZOU Institutional Repository, accessed July 6, 2025, https://ir.zou.ac.zw/items/show/383.
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