THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI LIEN THE INFLUENCES OF EXTRA CLASSES ON STUDENTS’ ACADEMIC PERFORMANCE AT QUE VO NO. 1 HIGH SCHOOL IN BAC NINH PROVINCE (Ảnh hưởng của việc học thêm đến kết quả học tập của học sinh trường Trung học Phổ thông Quế Võ 1 Bắc Ninh) M. THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 THAI NGUYEN – 2019 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI LIEN THE INFLUENCES OF EXTRA CLASSES ON STUDENTS’ ACADEMIC PERFORMANCE AT QUE VO NO. 1 HIGH SCHOOL IN BAC NINH PROVINCE (Ảnh hưởng của việc học thêm đến kết quả học tập của học sinh trường Trung học Phổ thông Quế Võ 1 Bắc Ninh) M.
THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Assoc. Hoang Tuyet Minh THAI NGUYEN – 2019 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CANDIDATE’S STATEMENT --------------*****------------- I hereby certify that the thesis entitled THE INFLUENCES OF EXTRA CLASSES ON STUDENTS’ ACADEMIC PERFORMANCE AT QUE VO NO. 1 HIGH SCHOOL IN BAC NINH PROVINCE is the result of my own research for the Degree of Master at School of Foreign Languages, Thai Nguyen University, and this thesis has not been submitted for any other degrees. Thai Nguyen, 2019 Nguyen Thi Lien Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS First and foremost, I would like to express my heartfelt gratitude to Assoc.
Hoang Tuyet Minh for helping me complete this study. This paper would not have been possible without her constant support and encouragement. Her patience and helpful criticism helped me confidently express my ideas into this paper. I regard myself extremely fortunate in having her as my dissertation supervisor.
I would also like to express my sincere thanks to all my lecturers at the Faculty of Post-graduate Studies, Thai Nguyen University for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge. My special thanks go to my dear students and colleagues at Que Vo No.1 High School who helped me a lot by participating in this study. Finally, I would also like to express my deep gratitude and love to my devoted parents, my husband and my friends who gave me a lot of support and encouragement for the fulfillment of this challenging work. Thai Nguyen, 2019 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT Private tutoring is a widespread phenomenon in both developed and developing countries.
In Vietnam, a country where education reforms are at its height, tutoring classes are proliferating and have become a concern to society and the government. Although the government has 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. This issue has led to a lot of problems like stress and tension of teachers and students being overburdened.
This study is therefore conducted to find out the exact requirement of extra classes and whether it is the real reason behind students’ academic performance. Descriptive research was adopted using non probability convenience method from Que Vo No.1 High School in Bac Ninh with a sample of 80 students, of whom 40 students took an extra course in English while other 40 did not. In this study, the data was collected through observation, questionnaires and tests. By doing this, we can find out the attitudes of students and teachers towards extra classes and its influence on students' academic performance in English.
The researcher also gives some suggestions to help teachers at Que Vo No.1 High School enhance students' achievements. Key words: Vietnam, extra classes, high school students, academic performance. TABLE OF CONTENTS Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CANDIDATE’S STATEMENT. iii TABLE OF CONTENTS.
iii LIST OF TABLES. vi LIST OF FIGURES. vii LIST OF ABBRIVIATIONS. viii PART I: INTRODUCTION.
Rational for the study. Aims of the study. Scope of the study. Significance of the study.
Methods of the study. Organization of the study .4 PART II: DEVELOPMENT .6 CHAPTER 1: LITERATURE REVIEW. Factors affecting students’ academic performance. Private tutor situation.
Previous studies on the effectiveness of extra classes. The context of the study .18 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Description of the subjects. Data collection instruments.
Description of the procedures .27 CHAPTER 3: FINDINGS, DISCUSSION AND RECOMMENDATIONS. 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. Preparation of lesson plan.
Organize your classroom. Keep yourself motivated .42 PART III: CONCLUSION. Limitations and suggestions for further study.49 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF FIGURES AND TABLES Table 2. Academic curriculum of English 10 by Pearson 2018.
Teachers with experience and sex. The matrix for the pre-test and post-test. The contents of the extra course. Lesson plan preparation at the beginning of the academic year with experience.
Completion of the syllabus within the school time with experience. Preference in having practical lessons outside the classroom with experience. Extra classes (before and after school) - the success behind the current results with sex. Suitability of extra classes with experience.
Sufficiency of periods in extra classes for each section per week with experience. Time at home to revise the daily portions taken in the class with sex and grade. The influence of extra classes on students’ results. Requirement for extra classes.
Students’ reasons for taking extra classes. The checklist for observation. The total scores of the post-test compared with the pre-test.39 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF FIGURES Figure 2. The subjects studied in extra classes.
Whether extra classes help students to produce good marks or not. Students’ achievement in the pre-test and post-test .39 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBRIVIATIONS Cont : Control Exp : Experimental G : Grade MOET : Ministry of Education and Training MOF : Ministry of Finance L : Language No. : Number S : Student SD : Standard Deviation Ss : Students T : Teacher Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART I: INTRODUCTION 1. Rational for the study 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. In this system, students attend extra classes to acquire knowledge that they do not appear to obtain during their hours in school. These extra classes or private tutoring sessions have become widespread in both urban and rural areas in Vietnam (Dang, 2007). According to Prinsloo (2008), these two systems are obviously neither mutually exclusive nor completely sequential or serial.
They are interactive, but along a course where the first is gradually accomplished more and more and at a decreasing pace as one reaches higher and higher levels of skill, while the second starts off slowly but accelerates as the tools for achieving it are becoming more and stronger. Extra classes involve additional instruction in core academic subjects, are usually given by children’s regular teachers and normally take place within children’s regular schools. They can therefore be seen as a private supplement to Vietnam’s public schooling, and are related to but distinct from the phenomenon of private tutoring that is common elsewhere in Asia (Bray and Lykins 2012; Dang and Rogers 2007). Behind the supply of extra classes is the need to supplement teachers’ poor salaries.
On the demand side, reasons for taking the extra classes include the prevalence of half-day schooling, and fierce competition for the limited number of places in upper and post-secondary education. In addition, most of the high school graduates in Vietnam prefer to continue their education at college rather than do something else (Dang & Le, 1999); consequently, they are fully prepared to attend extra classes to get admitted to college. This has lead to a booming business of ‘extra Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com classes’ (Chau, Ry, and Dam, 2000; Dan, 2000; Edu.Net Forum, 2004; Hanoi Department of Training and Education, 2000). To attend extra classes, students have to pay fees, which have become burdens to many countries.
In South Korea, Kim and Lee (2004) find that parents spent an amount approximately equal to 2.9% of the nation’s GDP on private tutoring for primary and secondary students. A survey of the extent of private tutoring in selected countries can be found in Dang (2006). Despite the widespread nature of extra classes, to date there have been few quantitative studies on their influences, and even fewer studies seem to employ adequately rigorous econometric models to evaluate the influences of extra classes on a high school student’s academic performance. To further complicate matters, most of the data employed so far are not nationally representative data.
Lack of official statistics or researcher’s attention may be two reasons for this situation. A third reason is that private tutoring can be a sensitive issue; some governments may be reluctant to make public the data for fear of political pressure (Dang, 2007). Full- time teachers and parents may also want to keep private tutoring a secret, for various reasons. In the United Kingdom, the reasons for limited information about private tutoring can be teachers’ fear of harming their school’s image, their promotion prospects or tax avoidance purposes, or parents’ fear of their children’s school teachers misinterpreting private tutoring as a lack of confidence in their abilities (Gordon, 1990).
Some other factors affecting the students’ results would include the socio-economic status of families, parental education levels, exposure to reading and writing opportunity in many ways, teacher pedagogy, assessment practices and feedback, facilities and learning materials, and including the quality and availability of textbooks, among many more (Prinsloo, 2008). Up to now, the effectiveness of extra classes followed by the students, especially the high school students, is still a question. That is the reason why this study is conducted. Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.