EXTRA MORAL CLASSES AND THEIR EFFECT ON STUDENTS ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOLS

EXTRA MORAL CLASSES AND THEIR EFFECT ON STUDENTS ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is regarded as a transforming force. Furthermore, it is a metamorphosis process. The act or process of teaching in accordance with acquired knowledge, skill, or character discipline, as well as the act or process of training through a defined or usual course of study, according to the website Dictionary. Furthermore, Patti (2009) defined education as the act or process of influencing or acquiring broad knowledge, improving thinking and judgment capacity, and intellectually maturing oneself or others. Education, or being educated, is the process of exposing all senses to a series of stimuli designed to increase and grow a person’s brain activity in order to achieve a specific set of goals (Akualtines 2001).

To aid in the achievement of educational goals and objectives

In order to reduce certain aspects of the learning experience that contribute to the achievement of the National Education Goals, governments and policymakers designated certain topics at the junior secondary level (JSS). Several important disciplines have been designated as core subjects. One of these disciplines is social studies (2004 edition of NPE).

Social studies, according to Fageyinbo (2000), is a field of study that deals with man and the various possible interactions between him and his environment, as well as the possible outcomes of such interactions, which cause him to comprehend, interpret, manipulate, and adapt within, with, or to such environment.

The National Council for Social Studies (2009) expanded on this definition, defining social studies as “the combined study of social science and the humanities with a focus on citizenship.”

the goal of fostering civic competency. Social studies, according to the National Curriculum Conference on Social Studies (NCCS), provides coordinates and systematic study, incorporating content from disciplines such as anthropology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities in mathematics and natural science. The primary goal of junior secondary social studies instruction is to assist students in developing the ability to make informed and reasoned decisions for the public good as members of a culturally diverse and democratic society living in an interconnected world (Bray & Kwok 2003).

Several efforts have been made by the government, schools, parents, and other state holders to improve educational standards. Training is one of these efforts.

and retraining of Social Studies teachers, stocking school libraries with Social Studies textbooks, and creating and constantly revising Social Studies textbooks. However, the persistence of poor academic performance in Social Studies suggests that these efforts were ineffective. Extramural classes are also being used to address the issue.

Extramural classes are those that are not part of the regular study courses/subjects at a university, college, or other educational institution (including a school), but are frequently associated with them, according to Webster’s Dictionary. They are educational activities that take place outside of the school’s walls or boundaries, but they are frequently associated with them. Furthermore, these are instructional activities that took place outside of the school’s walls or boundaries (Bray & Kwok 2003).

Extramural

After-school classes, private home lessons, out-of-school lessons, and even break time lessons (which are frequently organized between the child’s parents and the teachers) are examples of classes.

Extramural classes have long been a feature of the Nigerian education system. They have gradually grown in popularity alongside mainstream education, where students attend, or are required to attend, extramural classes in the hope of gaining knowledge that they do not appear to obtain during their school hours. These extracurricular activities have become common in Nigeria, particularly in urban areas.

Extramural lessons, or private tutoring as they are more commonly known, are not a problem unique to Nigeria as a poor country; they are a widespread issue in almost every country on the planet.

earth (Bray & Kwok 2003). (Bray & Kwok 2003).

1.2 THE PROBLEM’S STATEMENT

There have been numerous justifications advanced for the continuation and expansion of extramural education. To begin, it is considered supplemental education. As such, it can meet students’ educational needs, as is frequently the case in the majority of developing countries (Glewwe & Kremer 2005). Extracurricular lessons in such countries can provide students with information that they would not receive in school or can reinforce what they learn briefly in class. Most students need this information to pass competitive examinations administered by various state governments and the National Examination Council (NECO). Second, extramural lessons may be viewed as a more serious form of corruption than other flaws.

There are flaws in the educational system that can be easily fixed. This can happen in some underdeveloped countries with lax monitoring systems, when teachers are struggling to make ends meet on their wages and are forced to rely on extramural lessons (arranged by them in collaboration with the school administration) to supplement their monthly revenue (Biswal 1999).

Third, cultural influences can be a significant source of support for the growth and development of extramural classes. Because extramural lessons can be purchased and used to supplement education, the wealthy may have greater access to high-quality education than the poor.

Despite the prevalence and nature of extramural classes, very few studies have been conducted to investigate the causes of extramural classes and even fewer to determine the consequences of extramural classes.

the extent to which extracurricular activities influence students’ academic performance, particularly in junior secondary school and in social studies (Biswal 1999).

Many people believe that students who participate in extracurricular activities perform better academically than students who do not. This assumption merits scrutiny in order to determine whether extramural programs improve students’ academic achievement in social studies.

1.3 THE STUDY’S OBJECTIVES

The primary goal of this research is to look into extra mural classes and their impact on students’ academic performance in social studies in junior high schools. This study specifically aims to:

i. Determine the extent to which extra mural classes are conducted in Nigerian secondary schools.

ii. Investigate the impact of extra mural classes on students.

iii. Make a decision

whether extra mural classes have an effect on students’ academic performance.

iv. Determine whether there is a link between extra mural classes and students’ improved social studies performance.

1.4 QUESTIONS FOR RESEARCH

This study will be guided by the following research questions:

i. To what extent are extra mural classes taught in Nigerian secondary schools?

ii. What effects do extra mural classes have on students?

iii. Do extra mural classes have an impact on students’ academic performance?

Is there a link between extra mural classes and students’ improved social studies performance?

1.5 THE STUDY’S IMPORTANCE

This study will benefit parents because the findings will reveal whether extra mural classes or after-school lessons affect academic performance. This research will also be important to

Teachers, students, and policymakers will benefit from the findings of this study, which will reveal the link between extra mural classes and improved academic performance.

Finally, this study will be used as additional literature for future research and references.

1.6 STUDY OBJECTIVES

This research is primarily concerned with extra mural classes and their impact on students’ academic performance in social studies in junior secondary schools. This study is specifically focused on determining the extent to which extra mural classes are implemented in Nigerian secondary schools, examining the effects of extra mural classes on students, determining whether extra mural classes affect students academic performance, and determining if there is any relationship between extra mural classes and students improved performance in social studies.

Students and teachers

This study’s respondents will be students from selected junior secondary schools in Abeokuta, Ogun State.

1.7 THE STUDY’S LIMITATIONS

As with any human endeavor, the researcher encountered minor setbacks while conducting the study. Because there was a scarcity of literature on the subject due to the nature of the discourse, the researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the data collection process, which is why the researcher chose a small sample size. Furthermore, the researcher conducted this investigation in conjunction with other scholarly endeavors. Furthermore, because only a small number of respondents completed the research instrument, the findings cannot be generalized to other secondary schools outside the state.

Regardless of the constraints encountered throughout the investigation, all aspects were minimized to ensure the best results and most productive research.

1.8 TERM DEFINITION

Extra mural classes: Classes scheduled for students outside of regular class time.

Academic performance: The extent to which a student, teacher, or institution has met their short- or long-term educational objectives.