Teaching in Extra Classes Settings in Cape Coast Metropolis: Implication for Improved Learning Outcomes

SDG 4 will only be achieved by achieving minimum targets of improved learning outcomes for children. This paper gauges the implications of extra class teaching on improved learning outcomes by drawing data from 50 out of 191 Enumeration Areas (EAs) in Ghana's Cape Coast Metropolis households. The private teaching arrangements made available to children of 6-to-15 years in 25 randomly selected households on tasks equivalent to P2 level difficulty in literacy, numeracy, and general knowledge were explored. Overall, it was discovered that extra-class teaching influences learning outcomes to varying degrees. The paper ultimately asserts that providers of extra-class teaching opportunities could be supported to accelerate improvement in learning outcomes for all children. The support case is crucial given the present study's finding on the possible link between children's participation in extra classes and their performance outcomes.