Effective Civic Education Pedagogy: Efficiency of Supplementary Tutoring on Students’ Learning Outcome in Civic Education
Keywords:
Civic Education Pedagogy, Civic Education, Efficiency of Supplementary Tutoring, Supplementary Tutoring, Students' Learning OutcomeAbstract
This research aims to 1) explore the efficacy of Supplementary Tutoring (ST) on students' learning outcome and 2) determine if students will differ in their scholarly performance by gender when instructed with ST. The research adopted a quasi-experimental design. A sample of one hundred and seventy (170) students were involved in the research. The study employed the Supplementary Tutoring Learning Outcome Test (STLOT) instrument for data gathering. Data were analyzed with mean statistics, t-tests, and ANCOVA statistics. The findings revealed that ST improved students' learning outcome in CE as it reinforced concepts that had been taught or imparted in a regular classroom. Also, students differ in their learning outcome by gender; the ST instructional approach favored male students. This study supports the earlier study outcomes that ST is effective as an instructional tool for improving students' learning outcome in CE. Further, it is an approach for developing instructional approaches to enhance instruction and learning in CE. It was recommended that the ST method should be integrated or incorporated into the curriculum of teacher training institutions; CE teachers should receive professional development training in ST and other school instructional methods; socially constructed philosophies of gender should be considered in the usage or application of ST in CE instructions.
References
Archard, N. (2012). Developing future women leaders: The importance of mentoring and role modeling in the girls' school context. Mentoring & Tutoring: Partnership in Learning, 20(4), 451–472. doi:10.1080/13611267.2012.725980.
Baily, S. (2012). Framing the World Bank Education Strategy 2020 to the Indian context: Alignments, challenges, and opportunities. International Perspectives on Education and Society, 16(2012), 371-393. https://doi.org/10.1108/S1479-3679(2012)0000016020
Baker, D. P., Akiba, M., LeTendre, G. K., & Wiseman, A. W. (2001). Worldwide shadow education: Outside-school learning, institutional quality of schooling, and cross-national mathematics achievement. Educational Evaluation and Policy Analysis, 23(1), 1-17. https://doi.org/10.3102/01623737023001001
Balogun, I. N., & Yusuf, A. (2019). Teaching civic education to learners through best practices. Anatolian Journal of Education, 4(1), 39-48. DOI:10.29333/aje.2019.414a
Bo, C. (2021). New Generation Schools in Cambodia. In Atlantis Press, 4th International Conference on Research of Educational Administration and Cambodian Journal of Educational Research 75 Management (ICREAM 2020): 256 (510-513). Bandung, Indonesia. https://dx.doi.org/10.2991/ assehr.k.210212.105
Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners (61). Paris: UNESCO, International Institute for Educational Planning. https:// unesdoc. unesco.org/ark:/48223/pf0000118486
Bray, M. (2013). Shadow education: Comparative perspectives on the expansion and implications of private supplementary tutoring. Procedia-Social and Behavioral Sciences, 77, 412-420. DOI: https://doi.org/10.1016/j.sbspro.2013.03.096
Bray, M. (2017). Schooling and its supplements: Changing global patterns and implications for comparative education. Comparative Education Review, 61(3), 469-491. https://doi.o rg/10.1086/692709
Bray, M., & Kwo, O. (2013). Behind the façade of fee-free education: shadow education and its implications for social justice. Oxford Review of Education, 39(4), 480 - 497, DOI :10.1080 /03054985.2013.821852
Buchmann, C., Condro D. J., & Roscigno, V. J. (2010). Shadow education, American style: Test preparation, the SAT and college enrollment. Social Forces, 89(2), 435-461. DOI: 10.1353/ sof.2010.0105
Byun, S., & Park, H. (2012). The academic success of East Asian American youth. Sociology of Education, 85(1), 40-60. DOI:10.1177/0038040711417009
Damayanthi, B. W. R. (2018). Academic performance of students: The effects of classroom-level factors and private tutoring. American Journal of Educational Research, 6(3), 262-269. DOI:10.12691/education-6-3-13
Elbadawy, A., Ahlburg, D., Assaad, R., & Levison, D. (2004). Private and group tutoring in Egypt: Where is the gender inequality? Economic Research Forum (ERF) ERF 11th Annual Conference: Post Conflict Reconstruction. Beirut, Lebanon: 14 December 2004 – 16 December 2004. https://www.researchgate.net/publication/46453459_Private_ and_ Group _ Tutoring_in_ Egypt_Where_is_The_Gender_Inequality
Ezenwosu, S. U., Nworgu, L. N. (2013). Efficacy of peer tutoring and gender on students' achievement in biology. Int. J. Sci. Eng. Res., 4(12), 944–950. https://www.ijser.org/ researchpaper/efficacy-of-peer-tutoring-and-gender-on-students-achievement-in-biolo gy.pdf
Falade, D. A. (2012). Civic Knowledge and Attitude as Factors for determining Primary School Teachers’ Competence in the Teaching of Civic Education in Southwest, Nigeria. Proceedings of AFTRA Teaching and Learning in Africa Conference held from May 23rd – 25th 2012 at the Palais Des Congress de Cotonou, Cotonou Republic of Benin 148-154.
Falade, D. A., & Adeyemi, A. B. (2015). Civic education in Nigeria's one hundred years of existence: Problems and prospects. Journal of Emerging Trends in Educational Research and Policy Studies, 6(1), 113-118. https://www.semanticscholar.org/paper/Civic-education-in-Nigeria% 27 s-one-hundred-years-of-%3A-FaladeAdeyemi/e26d860d22d8742d3168 5f071544ea7757619772
Federal Republic of Nigeria (2014). National policy on education. (Revised). Federal Ministry of Education. Lagos: NERDC.
Gupta, A. (2020). Heterogeneous middle-class and disparate educational advantage: Parental investment in their children's schooling in Dehradun, India. British Journal of Sociology of Education, 41(1), 48–63. doi.org/10.1080/01425692.2019.1660142
Gupta, A. (2021b). Social legitimacy of private tutoring: An investigation of institutional and affective educational practices in India. Discourse: Studies in the Cultural Politics of Education. Advanced online publication. doi.org/10.1080/01596306.2020.18689 78
Ige, O. A., & Orungbemi, O. O. (2013). Measured effects of gender and computer literacy on students' academic achievement in social studies and civic education in selected secondary schools in Ondo State. International Journal of Research and Development, 1(2), 104–111. https://www.researchgate.net/profile/Olugbenga-Ige/ publication /320191085_Measured_Effect_of_Gender_and_Computer_Literacy_on_Students%27_Academic_Achievement_in_Social_Studies_and_Civic_Education_in_Selected_Secondary_Schools_in_Ondo_State/links/59d3eb9e0f7e9b4fd7ffc48f/Measured-Effect-of-Gender-and-Computer-Literacy-on-Students-Academic-Achievement-in-Social-Studies-and-Civic-Education-in-Selected-Secondary-Schools-in-Ondo-State.pdf
Khan, S. & Em, S. (2022). Private tutoring and traditional classes: A comparison of students' learning achievements in chemistry. Cambodian Journal of Educational Research, 2(2), 63–79.DOI:10.62037/cjer.2022.02.02.04
Lee, S., & Shouse, R. C. (2011). The impact of prestige orientation on shadow education in South Korea. Sociology of Education, 84(3), 212-224. DOI:10.1177/00380407114112 78
Liu, J. (2012). Does cram schooling matter? Who goes to cram schools? Evidence from Taiwan. International Journal of Educational Development, 32(1), 46-52. https://doi.org/10.101 6/j.ijedudev.2011.01.014
Loyalka, P., & Zakharov, A. (2016). Does shadow education help students prepare for college? Evidence from Russia. International Journal of Educational Development, Elsevier, vol. 49(C), 22-30. DOI:10.1016/j.ijedudev.2016.01.008
Misan-Ruppee, R.O., Obro, S. & Akpochafo, W.P. (2023). Innovative instructional approach: the effect of information and communication technology-assisted instruction on civic education students' performance, Arab Gulf Journal of Scientific Research, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/AGJSR-02-2023-0047
Mori, I. (2015). The effects of supplementary tutoring on students' mathematics achievement in Japan and the United States. Unpublished PhD. Dissertation, The University of Tokyo, Japan. https://www.iss.u-tokyo.ac.jp/publishments/dpf/pdf/f-178.pdf
Nhem, D., & Kobakhidze, M. N. (2022). New generation schools in Cambodia: A farewell to shadow education? Asia Pacific Journal of Education, 1-16. https://doi.org/10.1080/0 2188 791.2022.2112147
Ngugi, M. N. (2011). Effects of private supplementary tutoring on students' academic performance: a case of secondary schools in Gatundu South District, Kenya. Unpublished M.Ed. Dissertation, Kenyatta University.
Obro, S. (2022). A novel instructional approach: the effect of computer-assisted simulation learning games (CASLGs) on social studies students' scholarly learning outcomes, Arab Gulf Journal of Scientific Research, 40(3), 235-246. https://doi.org/ 10.1108/AGJSR-04-2022-003 8.
Obro, S. (2023). Efficacy of innovative instructional strategies: Effect of learning games strategy on students' learning outcome in social studies classroom'. International Journal of Learning and Change, 15(1), 96–115. https://doi.org/10.1504/IJLC.2023.12 7715
Obro, S., Ogheneaokoke, C. E., & Akpochafo, W. P. (2021). Effective social studies pedagogy: Effect of simulation games and brainstorming strategies on students' learning outcome. International Journal of Learning, Teaching and Educational Research, 20(3), 1-17. https://doi.org/10.26803/ ijlter.20.3.1
Okam, C. C.& Lawal, H. (2011). Exploring civic education for effective citizenship in the task of nation building in Nigeria. Nigerian Journal of Social Studies, xiv (1) 1-20.
Ololobou, Y. P. S. (2009). Social studies, the search for a definition. Nigerian Journal for Social Studies, 1, 33-38.
Pov, S., Kawai, N., & Matsumiya, N. (2021). Determinants of student achievement at lower secondary schools in rural Cambodia. Educational Research for Policy and Practice, 20(2), 207-222. https://doi.org/10.1007/s10671-020-09276-4
Soeung, S., Neau, V., Seng, S., Chim, V., & Lorn, L. (2019). The relationship between private tutoring and English achievement: A case of four Cambodian high schools. UC Occasional Paper Series, 3(1), 133-154. https://uc.edu.Kh/Occasional_Paper_Series/ 5.%20The%20 Relationship%20between%20Private%20Tutoring%20and%20English %20Achievement%20A%20Case%20of%20Four%20Cambodian%20High%20Schoo ls.pdf
Sobhy, H. (2012). The de-facto privatization of secondary education in Egypt: A study of private tutoring in technical and general schools. Compare, 42(1), 47-67. DOI:10.1080/03057925. 2011.629042
Sun, L., Shafiq, M. N., McClure, M., & Guo, S. (2020). Are there educational and psychological benefits from private supplementary tutoring in Mainland China? Evidence from the China education panel survey, 2013–15. International Journal of Educational Development, 72 (2020), 1-10. https://doi.org/10.1016/j.ijedudev.2019. 102144
Utulu, R.E. (2011). Civic education, democracy and nation-building in Nigeria: Conceptual perspective. Nigerian Journal of Social Studies, xiv (1), 21-38
Xu, Z. X. (2020). Does shadow education improve academic performance: Empirical evidence from CEPS. Journal of Schooling Studies, 2020(2), 9-19.
Zhang, Y., & Liu, J. (2016). The effectiveness of private tutoring in China with a focus on class size. International Journal of Educational Development, 46(2016), 35-42. https://doi. org/10.1016/j.ijedudev.2015.11.006
