MA-Thesis: The influences of extra classes on students’ academic performance at que vo no. 1 high school in bac ninh province

MA-Thesis The influences of extra classes on students’ academic performance at que vo no. 1 high school in bac ninh provincehas banned tutoring classes that are independent of school administration, in some cases the classes have been "organized" in some schools as a means to supplement some teachers' emoluments. Extra classes are creating a lot of stress and tension to the students and teachers who have to come early in the morning and late in the evening

MA-Thesis: The influences of extra classes on students’ academic performance at que vo no. 1 high school in bac ninh province

1. Preface

1.1 Rationale

Together with recent economic growth, Vietnam’s educational sector has been steadily expanding, with gross enrolment rates more than doubling from 32% to 73% at the secondary level, and increasing fivefold from 2% to 10% at the tertiary level from 1991 to 1994 (World Bank, 2006). However, one recent and growing phenomenon of the Vietnamese education system is a “shadow” education system that exists alongside the official education system

1.2 Aims of the study

The study is aimed at finding out the influences of English extra class on students’ academic performance in English at a high school in Bac Ninh province. In order to gain the aims of the study, the following objectives are put forwards:

  • Finding out the attitudes of teachers and students at Que Vo No.1 High School towards extra classes.
  • To examine the extent of the influences of extra classes in English on students’ academic performance at Que Vo No.1 High School in Bac Ninh.

1.3 The research questions

What are teachers’ and students’ attitudes at Que Vo No.1 High School towards extra classes in English?

To what extent do English extra classes influence on Que Vo No.1 High School students’ academic performance?

1.4 Scope of the study

The scale of the study was limited to Que Vo No.1 High School on 50 teachers and 80 students, of whom 40 students took extra classes in English while 40 others did not so that this study was able to control external variance better, and to empirically pilot procedures under tight and limited control conditions before deciding on the implications of scaling up any possible interventions to more districts, provinces, or otherwise.

1.5 The significance of this study

This study is conducted with the expectation that its finding will provide readers with useful information. Specifically, this study will bring evidence to support if there are any effects of extra classes on the improvement of students’ academic results. In addition, it is expected that the thesis will better inform the teaching and learning approach to gain students’ achievement.

2. Content

2.1 Literature review

Research Design

The context of the study

Description of the subjects

Data collection instruments

Description of the procedures


2.2 Research methodology

Research question 1: The students’ and teachers’ attitudes towards extra classes

Research question 2: The influences of extra classes on academic performance of 10th grade students at Que Vo No.1 High School

3. Conclusion 

This study has shown the real situations of extra classes at Que Vo No.1 High School. Most of the students wanted to learn better and improve their results but they did not want to attend extra classes. They took part in extra classes only because it was the school’s schedule and their parents wanted them to do that. Most of the teachers thought that extra classes could help. The school organized a lot of extra classes to meet the students’ and their parents’ demand. However, it was revealed from the survey that both teachers and students were overloaded

4. References

Biswal, B. P. (1999). Private tutoring and public corruption: A cost-effective education system for developing countries. The Developing Economies, 37(2),

Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Fundamentals of Educational Planning No.61. Paris: UNESCO International Institute for Educational Panning (IIEP)

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Ngày:18/09/2020 Chia sẻ bởi:Thi