The psycho-emotional effects of extra lessons among urban day secondary school learners

Authors

  • Richard Bukaliya Professor, Faculty of Education, Zimbabwe Open University, Harare, Zimbabwe

Keywords:

psycho-emotional, extra lessons, urban day secondary school, learners

Abstract

This qualitative study investigated the psycho-emotional effects of extra lessons among urban day secondary school learners in Chegutu, Zimbabwe. In-depth interviews, focus group discussions and document analysis were adopted to generate data from teachers, school inspectors, parents and learners. Results from the study show that participants expressed mixed feelings on the psychological and emotional roles of attending extra lessons by learners. Some participants credited extra lessons for their confidence building among the learners, before going into a test or examination. Others viewed extra lessons as a source of depression among learners and strained learners physically because most of the time they were busy. The study recommended that extra lessons needed to be continued but under the guidance of the teachers and parents. Since learners had their morale boosted before taking a test or examination, learners need to continue getting involved in extra lessons.

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Published

2020-12-25 — Updated on 2021-09-09

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How to Cite

Bukaliya, R. (2021). The psycho-emotional effects of extra lessons among urban day secondary school learners. Sprin Journal of Arts, Humanities and Social Sciences, 1(1), 1-12. Retrieved from https://sprinpub.com/index.php/sjahss/article/view/5 (Original work published December 25, 2020)

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