Are Extra Classes the Success behind High Performance and Marks?

Autor/in	Santhi, N.
Titel	Are Extra Classes the Success behind High Performance and Marks?
Quelle	In: Educational Research and Reviews, 6 (2011) 18, S.935-942 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Grade 10; Educational Improvement; Educational Quality; Improvement Programs; After School Education; After School Programs; Achievement Gains; Program Effectiveness; Program Evaluation; Control Groups; Experimental Groups; Questionnaires; Position Papers; Content Analysis; Student Attitudes; Teacher Attitudes; Grade 11; Grade 12; Supplementary Education; Performance Factors; Audits (Verification); India + Suchen Sie Ihr Suchwort? Ausland; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Effizienzsteigerung; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; After school education; Program; Programs; Programme; Programm; Achievement gain; Leistungssteigerung; Programme evaluation; Programmevaluation; Fragebogen; Positionspapier; Inhaltsanalyse; Schülerverhalten; Lehrerverhalten; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Ergänzungsunterricht; Leistungsindikator; Indien
Abstract	Extra classes have been a fixture in the educational system in India. They pre-date all existing educational programmes and examinations. Yet more recently the justification and reasons for the maintenance of these classes have been called into question. There have been unsubstantiated claims that in some cases the classes have been "organized" in some schools as a means to supplement some teachers' emoluments. The charge has been made too that some teachers "hold back" in their teaching duties during regular school hours because they have extra classes or time to complete their syllabus. But some of these "after-school" classes focus on recall of facts instead of understanding important concepts and improving. The fact is that the issue of extra classes is a long-standing and complex one. The main objective of the study is to identify the need for extra classes and to check out the plan of lesson and implementation. To give suggestion to the management for rescheduling the working hours. The issue of extra classes is an educational, economic and social one. Extra classes are creating a lot of stress and tension to the students and teachers who have to come early in the morning and late in the evening. This issue has led to lot of problems like resignation of teachers and students being overburdened. This research has been conducted among the teachers and students studying in grade 10, 11 and 12 in one of the reputed schools in Chennai. To find out the exact requirement of extra classes (whom, when (time) and which subjects). Is it the real reason behind their success? Descriptive research was adopted using non probability convenience method from a reputed school in Chennai with a sample of 120 teachers and 326 students. The main conclusion was that for most class 10 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. A good quality of classroom teaching during the regular working hours can tackle the growth of extra classes. (Contains 12 tables.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10