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JOVELYN M. CANTINA
Article ID: sjahss-1-11-3-15-23
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The psycho-emotional effects of extra lessons among urban day secondary school learners
Keywords:
psycho-emotional, psycho-emotionalextra lessons, extra lessonsurban day secondary school, urban day secondary schoollearners, learnersAbstract
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 was 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 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 on: 11-01-2022
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Richard, B. (2022). The psycho-emotional effects of extra lessons among urban day secondary school learners. Sprin Journal of Arts, Humanities and Social Sciences, 1(01), 1–12. https://doi.org/10.55559/sjahss.v1i01.1
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