Project – Impact of After School Lesson on Pupils’ Academic Performance in Five Selected Secondary Schools in Ikeja

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is universally recognized as a vital instrument for national development and individual empowerment. It plays a significant role in shaping the intellectual, social, emotional, and moral growth of individuals. In Nigeria, academic performance among secondary school pupils has become a major concern to parents, teachers, educational administrators, and government authorities because education serves as the foundation for future career opportunities and national progress. As a result, many educational strategies have been introduced to improve students’ academic achievement, one of which is after-school lessons.

After-school lessons refer to organized academic activities conducted outside the regular school timetable with the aim of improving pupils’ understanding of subjects, enhancing examination performance, and providing additional academic support. These lessons may be organized by schools, private lesson teachers, or tutorial centers. In recent years, after-school lessons have become increasingly common in urban areas such as Ikeja in Lagos State due to the competitive nature of education and the increasing desire for academic excellence among pupils.

The rising demand for quality education and excellent examination results has made many parents enroll their children in extra coaching classes after school hours. According to Adeyemi (2020), many parents believe that regular classroom teaching alone may not adequately prepare pupils for examinations because of overcrowded classrooms, limited teaching time, and insufficient individual attention. Consequently, after-school lessons are viewed as supplementary educational programs designed to reinforce classroom learning.

After-school lessons provide pupils with opportunities for revision, assignments, examination preparation, and clarification of difficult topics. Pupils who may not fully understand lessons taught during normal school hours often benefit from the smaller and more interactive learning environment provided by after-school coaching classes. Okorie and Eze (2019) observed that pupils who regularly attend structured after-school lessons tend to develop better study habits and improved academic confidence.

Furthermore, after-school lessons are believed to contribute positively to pupils’ academic achievement because they expose learners to additional teaching methods and repeated explanations of difficult concepts. Adebayo (2018) found that pupils who participated in organized extra lessons performed better academically than those who relied solely on regular classroom instruction. Similarly, Ekanem (2020) reported that after-school tutoring improved pupils’ performance in subjects such as Mathematics and English Language.

Despite these perceived benefits, after-school lessons have generated considerable debate among educators and parents. Some scholars argue that excessive after-school learning places additional pressure on pupils and limits their opportunities for rest, recreation, and social interaction. Yusuf (2021) stated that prolonged study hours associated with extra coaching may lead to stress, fatigue, and reduced concentration among pupils.

Another concern associated with after-school lessons is the commercialization of education. In some schools, teachers allegedly encourage pupils to attend paid after-school lessons, thereby reducing the quality of teaching during normal school hours. Olatunji (2022) noted that this situation creates educational inequality because pupils from wealthy homes can afford extra coaching while pupils from poor backgrounds may not have access to such opportunities.

In Lagos State, particularly in Ikeja, the pressure to achieve academic success has contributed significantly to the popularity of after-school lessons. Many secondary school pupils spend several hours daily attending extra coaching classes in preparation for internal and external examinations such as the West African Senior School Certificate Examination (WASSCE) and the Unified Tertiary Matriculation Examination (UTME). While some pupils benefit academically from these lessons, others may experience physical exhaustion, emotional stress, and reduced participation in extracurricular activities.

Academic performance refers to the level of success attained by pupils in examinations, assignments, tests, and other educational evaluations. Several factors influence pupils’ academic performance, including teaching methods, parental involvement, learning environment, socioeconomic background, peer influence, motivation, and access to educational resources. Among these factors, after-school lessons have emerged as one of the most commonly adopted interventions for improving academic achievement.

Studies conducted in different parts of Nigeria have shown mixed findings regarding the effectiveness of after-school lessons. While some researchers argue that after-school lessons improve pupils’ academic outcomes, others believe that excessive dependence on extra coaching reduces independent learning and increases academic stress. Therefore, there is a need to examine the actual impact of after-school lessons on pupils’ academic performance, particularly among secondary school pupils in Ikeja, Lagos State.

It is against this background that this study seeks to investigate the impact of after-school lessons on pupils’ academic performance in five selected secondary schools in Ikeja.

1.2 Statement of the Problem

Poor academic performance among secondary school pupils has remained a major challenge in Nigeria despite various educational reforms and government interventions. Many pupils continue to perform below expectations in both internal and external examinations, thereby creating concern among parents, teachers, and educational stakeholders. In response to this situation, after-school lessons have become a common strategy adopted to improve pupils’ academic achievement.

In Ikeja, Lagos State, many secondary school pupils attend extra coaching classes after normal school hours. Parents invest substantial financial resources in after-school lessons with the expectation that such programs will improve their children’s academic performance and increase their chances of success in examinations. Schools and private tutorial centers have also expanded after-school educational programs due to the growing demand for supplementary learning.

However, despite the widespread popularity of after-school lessons, questions still exist regarding their effectiveness and overall impact on pupils’ academic performance. Some educators believe that after-school lessons help pupils understand difficult subjects, improve study habits, and achieve better examination results. According to Adebayo (2018), pupils who attend structured after-school lessons often demonstrate higher academic achievement than those who do not participate in such programs.

On the other hand, some scholars argue that excessive participation in after-school lessons may expose pupils to stress, fatigue, and emotional exhaustion. Yusuf (2021) stated that prolonged academic activities after school hours may reduce pupils’ concentration levels and limit their opportunities for relaxation and social development. In addition, there are concerns that some teachers intentionally reduce the effectiveness of classroom teaching in order to encourage pupils to attend paid extra lessons.

Another problem associated with after-school lessons is educational inequality. Pupils from financially stable homes are more likely to afford quality after-school coaching than pupils from low-income families. Olatunji (2022) observed that the increasing commercialization of after-school lessons may widen the gap between privileged and underprivileged pupils in terms of academic achievement.

Furthermore, although many studies have examined extra lessons and academic performance in different parts of Nigeria, there is limited empirical research specifically focusing on secondary schools in Ikeja. Therefore, this study seeks to investigate the impact of after-school lessons on pupils’ academic performance in five selected secondary schools in Ikeja with a view to determining their effectiveness and identifying the associated challenges.

1.3 Objectives of the Study

The main objective of this study is to examine the impact of after-school lessons on pupils’ academic performance in five selected secondary schools in Ikeja.

The specific objectives are to:

1. examine the influence of after-school lessons on pupils’ academic performance;
2. determine whether after-school lessons improve pupils’ understanding of school subjects;
3. identify the challenges associated with after-school lessons among secondary school pupils;
4. examine pupils’ attitudes toward after-school lessons; and
5. determine whether after-school lessons contribute to pupils’ success in examinations.

1.4 Research Questions

The following research questions will guide the study:

1. What influence do after-school lessons have on pupils’ academic performance?
2. Do after-school lessons improve pupils’ understanding of school subjects?
3. What challenges are associated with after-school lessons among secondary school pupils?
4. What are the attitudes of pupils toward after-school lessons?
5. Do after-school lessons contribute to pupils’ success in examinations?

1.5 Research Hypothesis

H₀: There is no significant relationship between after-school lessons and pupils’ academic performance in selected secondary schools in Ikeja.

H₁: There is a significant relationship between after-school lessons and pupils’ academic performance in selected secondary schools in Ikeja.

1.6 Significance of the Study

This study will be beneficial to pupils, teachers, parents, school administrators, policymakers, and future researchers.

The study will help pupils understand the importance and possible effects of after-school lessons on their academic performance.

Teachers will benefit from the findings by gaining knowledge about the effectiveness of after-school instructional programs and strategies for improving teaching methods.

Parents will benefit from the study by understanding whether after-school lessons truly contribute to their children’s academic success.

School administrators and educational policymakers will use the findings of the study to formulate policies concerning extra coaching programs and improve the quality of classroom teaching.

The study will also contribute to existing literature and serve as reference material for future researchers interested in after-school lessons and academic performance.

1.7 Scope of the Study

This study focuses on the impact of after-school lessons on pupils’ academic performance in five selected secondary schools in Ikeja, Lagos State. The study will specifically examine the influence of after-school lessons on pupils’ understanding of subjects, examination performance, and academic achievement.

1.8 Limitation of the Study

The researcher may encounter certain limitations during the course of this study, including limited time, inadequate finance, and difficulty in obtaining accurate information from respondents. Some respondents may also be unwilling to provide honest responses to the questionnaire. However, efforts will be made to ensure the validity and reliability of the study.

1.9 Definition of Terms

After-School Lessons

These are extra academic coaching classes organized after normal school hours to improve pupils’ understanding and academic performance.

Academic Performance

This refers to the level of achievement attained by pupils in examinations, tests, assignments, and classroom activities.

Pupils

These are students attending secondary schools who are involved in the study.

Secondary School

This is an educational institution that provides education to students after primary school and before tertiary education.

Lesson Teacher

A teacher or instructor who conducts extra coaching classes outside regular school hours.

Project – Impact of After School Lesson on Pupils’ Academic Performance in Five Selected Secondary Schools in Ikeja