The Social Role of Extra Lessons in Zimbabwean High Density Secondary Schools

This study was aimed at unearthing the social effects of extra lessons. The researcher adopted an interpretivist paradigm and used the qualitative approach. The multiple case study design was used owing to the three high density secondary schools in Chegutu urban, Zimbabwe. The study adopted multi method approach to data generation. Interviews, documents analysis and focus group discussions were adopted. A multi-perspective view was obtained from teachers, schools inspectors, parents and learners selected through critical case purposive sampling. A sample of twenty-three participants was used. Thematic analysis was used to sift the data. From the findings, it was revealed that while extra lessons had a number of positive social roles, they also had some negative social effects among the different stakeholders. Results show that extra lessons were used for the establishment of cordial relationships among learners and between teachers and learners interacting in small groups. Reduction of criminal activities was one of the benefits derived by society from learners attending extra lessons. However, attending extra lessons resulted in behaviour adulteration and modification. Extra lessons also exposed learners to abuse by teachers and contributed to the breakdown of the social fabric in the traditional family, because they consumed most of the time families were supposed to be together. The researcher proposed that the centralised model of extra lessons, where learners and teachers gather for extra lessons could be adopted so that there are no malpractices especially by teachers who have been accused of abusing learners in private places where extra lessons are offered. With some level of monitoring by MOPSE officials, centres and private places where extra lessons are offered need to be supervised so as not to be places of bad behaviour. Since extra lessons are based on the ability of the parents to pay, thus contributing to social inequalities among the people in the communities, the government could equalise the opportunities to attend through the creation of extra lesson centres. There is need to set standards and provide operating licences for service providers. Monitoring should be an on-going exercise to make sure standards are being upheld.