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The practice of extra tuition is a phenomenon which has prevailed in Kenyan schools despite the
repeated ban by the government. The purpose of the study was to establish the perceived effects
of extra tuition on academic performance in Matungulu Sub-County, Machakos County.
Descriptive survey design was used for the study. 10 schools (representing 30% of the
population) were randomly sampled for this study. A total of 250 respondents participated in the
study. They included 10 principals (representing 30% of all the principals), 40 teachers
(representing 10% of the total number of teachers), 160 students (representing 10% of all the
students‟ population) and 40 parents (representing 2% of all the parents available).There was
100% response rate. Questionnaires were used as instruments for data collection. Statistical
Package for Social Sciences (SPSS) was used to analyze the data. All the null hypotheses were
tested using the t-test for independence of means at a 0.05 level of significance. The analyzed
data was presented in form of frequency tables, bar graphs, and pie charts. The study found that
extra tuition is widely practiced in the schools studied. This was evidenced by the fact that 90%
of the student respondents reported that extra tuition is offered in their schools. Regarding the
decisions to have tuition, 52.5% of the students reported that extra tuition decisions are made by
teachers. It was found out that 82% of the students, 85% of the teachers and 80% of the
principals supported extra tuition. Some reasons advanced for the support of extra tuition were
that it helps in early coverage of syllabus, in revision, to occupy students constructively, boosts
the performance of individual students and to identify needs of individual learners among others.
Observed t value revealed by the study indicated that perception scores of teachers and students
were t (198) = -0.767, p=0.444, perception scores of teachers and principals were t (48) = -0.593,
p=0.556 while perception scores of teachers and parents were t (78) = -0.848, p=0.556. This
meant that statistically, there was no significant difference between the perception scores of
students, teachers, principals and parents concerning extra tuition on academic performance.
Among the key recommendations, were that there is need for the government to provide
adequate educational resources like more teachers and textbooks and to reduce syllabus content
to manageable levels. On areas for further research based on the findings of the study, there is
need to find out if there is any relationship between extra tuition and academic performance. |
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