Browsing by Author "Tesfa, Shemelis"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Studying the Practice and Possible Impacts of After School English Tutorial Classes
    (Addis Ababa University, 2014-05) Tesfa, Shemelis; Tsegaye, Phd. Anteneh
    The purpose of this study was mainly to describe or study the practice and possible impacts of after school English tutorial classes. It is believed that English tutorial classes enable students to enhance their English ability and academic performance. Hence, in this study an attempt was made to describe the practice and possible impacts of after school English tutorial classes. Six research questions were raised: What contents and skills targeted? What are the attitudes or views of teachers and students towards tutorial or supportive English classes? How tutorials are organized? And by whom they are conducted? Should tutorials be given to all students or students in needed like low achievers? What is the performance of students who attend tutorial classes? What are the impacts of after school English tutorial class? The study involved four English teachers and ninety seven grade nine students who were attending after school English tutorial classes in Radical Academy in Addis Ababa. The instruments in this study were questionnaire, interview, and classroom observation. The questionnaires were administered for students. The questionnaires contained 24 items. Interview was also conducted with four English teachers. Interview contained 12 items. In addition, classroom observation was used. The study showed that tutorial English classes enhance learner’s academic performance and help them improve their English ability. In addition, the results of the study showed that English teachers themselves are conducting after school English tutorial classes and dominates the class; however, it is better if there is different ways of giving support like getting support from their peers. The study also showed that most of the respondents (English teachers and students) have positive attitudes towards after school English class program, but both respondents have risen complains on the implementation of the program. The teaching learning process in after school program was also observed by the researcher. The observation focused on learning tasks, classroom interaction, learner grouping and learning material. It was observed as learning tasks involve interaction, promote information sharing, students interact in the given activities, teacher motivate students to actively participate, and also teacher used different ways of grouping learners. In addition, the researcher observed as there was interest in most learners and participates in the lesson given, but some students have no interest and seemed like they are forced by school administrators and parents to attend the program. Finally, the researcher recommended that all school communities (school administrators, teachers, students and also parents) should know and understand the main goal of the program or conducting after school English tutorial classes. The school should create conducive learning situation and create awareness on learners to have full of interest to take part in the program.