After-School Mathematics Tutorials in Ghana: A Qualitative Study on Senior High Students' Psychosocial Experiences

Autor/inn/en	Adusei, Henry; Sarfo, Jacob Owusu
Titel	After-School Mathematics Tutorials in Ghana: A Qualitative Study on Senior High Students' Psychosocial Experiences
Quelle	In: European Journal of Contemporary Education, 9 (2020) 3, S.484-489 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2305-6746
Schlagwörter	After School Education; Mathematics Instruction; Foreign Countries; High School Students; Psychological Patterns; Student Experience; Mathematics Achievement; Stress Variables; Costs; Ghana + Suchen Sie Ihr Suchwort? After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Mathematics lessons; Mathematikunterricht; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Cost; Kosten
Abstract	Mathematics is an important subject in senior high education as it forms the basis for most taught subjects. In Ghana, it is a common practice to find parents enrolling their children in private after-school mathematics tutorials. Teachers who teach after-school tutorials usually organize class after school hours or during the weekends for a fee. Also, teaching can take the form of one-to-one private tuition or group tuition. Although after-school mathematics tuition has become a common practice, little is known regarding the experiences of these senior high students who receive this tuition in Ghana. We purposively sampled 35 senior high students from public schools for both individual and group interviews. Using interpretative phenomenological analysis, we observed that private tutorial learning in mathematics increased students' understanding of the subject. Students who had this extra tuition also expressed a dramatic improvement in their performance in mathematics. Nevertheless, we observed that students felt bored when there was a repetition of topics that had already been taught in class. Furthermore, we observed that participants perceived this additional tuition as an additional academic stressor as it prevented them from having adequate rest and extra-curricular activities. We recommend that the Ministry of Education, Ghana Education Service, and other stakeholders should regulate the private after-school mathematics tutorials in Ghana. (As Provided).
Anmerkungen	Academic Publishing House Researcher. 26-2 Konstitutcii, Office No. 6, 354000 Sochi, Russian Federation. Tel: +7-918-2019719; e-mail: evr2010@rambler.ru; Web site: http://ejournal1.com/en/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01