Based on the findings of the study, it can be deduced that in Presentation College,

Chaguanas the student population have a packed and scheduled daily timetable.
Out of the forty (40) students questioned, the majority of 70% of them study 8
subjects. Students who study 6 subjects covered 23% and those that study just 4
subjects labelled 7%.
From the amount of subjects studied comes along the question of what subjects
are they. Presentation College, Chaguanas from Form 4, students are able to
choose the subjects they desire to study onwards but there are three (3)
compulsory, core subjects that every student must study; Mathematics, English
Language and Spanish. As a result it was evidently observed that 100% of the
sample population chose those three (3) subjects. The subjects that the students
desire the study would fall under 2 categories; Science and Business. A high
proportion of the samples studied the Science subjects more than Business. For
Biology, Chemistry and Physics majority of 80%, 75% and 82.5% respectively
studied them. Conversely for the Business subjects there was a significant decline
in the results for Principles of Business, Economics and Principles of Accounts, a
minority of 20%, 25% and 17.5% respectively studied them and Geography which
is a separate subject to choose had a significant increase as 72.5% studied it.
Now we know what subjects are studied and their capacities, it is critical to
observe what portion is each is difficult to achieve exceptional grades at. For the
three (3) core subjects Mathematics and English Language there was a great
decline of 12.5% and 20% respectively which shows that most students can
handle the subject well and get adequate grades. But Spanish on the other hand,
a foreign language has a remarkable increase of 95% that views that almost all of
the sampled population have issues achieving good grades in Spanish. For the
Science subjects of Biology, Chemistry and Physics the results were partial with
30%, 63.3% and 60% respectively. The business subjects; Principles of Business,
Economics and Principles of Accounts had a minority portion since their
population was small only 5%, 2.5% and 10% respectively found it difficult.
Geography was also partial with 57.5% of its large population is 29.
Finding out the amount of students finding difficulty to do well in each subject
would now lead to them looking for ways to resolve this issue. The students were
questioned if they attend private tutoring after school. A dense population of
87.5% agreed that they do attend while a slight 12.5% disagreed. This shows that
the majority is looking into solving the problem at hand.
Going into more detail, the samplers were asked what form they were located in.
Form Five (5) was heavily populated with a 75% following Form Four (4) with 18%
and Form Three (3) with 7%. This would make sense because at this part of their
school life they may need extra lessons.
Question 6 was a special one as it was based on a Likert scale, used to express
emotion. Samplers were give four (4) statements and provided with the five (5)
options on the scale to tick the most appropriate. 1) “Extra lessons drives
excellent grades?’’, the results were partially spaced with Neutral 7.5%, Agree
17.5% and Strongly Agree 75% with no disagreements, the comparison strongly
shows that most of the students believe and experience excellent grades from
the benefit of extra lessons. 2) “Extra lessons is very costly”, the outcome was
between Agree 15% and Strongly Agree 85% excluding any disagreements
showing that they are in agreement that extra lessons has a cost and a high one.
3) “Extra lessons outweighs its advantages with its disadvantages?’’, the answers
were amongst Agree 7.5% and Strongly Agree 92.5% eliminating any
disagreements, showing that the students are in agreement of the statement that
the losses are more than its profits. 4) “The number of extra lessons are enough
or making a difference in the overall performance?’’, the results ranged from
Neutral 5% and Agree 17.5% to Strongly Agree 77.5%, this shows a little
difference that while everyone agrees that it is costly and has its disadvantages, it
still has a positive impact overall which is the mission in the first place but not
everyone would strongly agree to it but the majority did.
Understanding now what is the balance of school work and extra lessons is key.
The samplers were interrogated on the amount of hours they spend at lessons
weekly. The responses ranged from 4 hours; 5%, 5 hours; 10%, 6 hours 17.5% and
over 6 hours; 67.5%. Although there was a series of answers, the majority showed
interest in over or almost 6 hours and minority for 4 hours showing that they have
faith in extra lessons and its impact.
After knowing the amount of hours, it’s crucial to discover the price/ cost. Based
on a monthly basis the responses received ranged from $200-$350 & $400-$550
tied for 5%, $600-$750; 25% and over $750 ;65%. From the outcome it is clearly
shown that the majority are taking lessons and at a high rate because they believe
in the betterment of their performances at school.
From obtaining a background on extra lesson, now the focus is on its effect on the
school work. If it promotes inequalities and imbalance in the classroom and your
ability to learn school work simultaneously. The reactions were in the majority.
82.5% saying ‘yes’ and 17.5$ replying ‘no’, displaying that even though majority
agreed it is assisting in their overall performance and understanding of class work,
a few others think that there is a clash of work making it overwhelming and
frustrating to balance.
Based on what was just found out, it was essential to explore will they consider
quitting lessons or continue. The responses received were also similar to the last
one. The students who would leave rounded to 15% while those who wanted to
resume were 85%. There is still a strong pull on extra lessons and the majority
seem to find a positive effect.