THE EFFECT OF CLASS SIZE ON EFFECTIVE TEACHING AND LEARNING OF JUNIOR SECONDARY SCHOOLS: A CASE STUDY OF IKPOBA OKHA LOCAL GOVERNMENT AREA OF EDO STATE
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THE EFFECT
OF CLASS SIZE ON EFFECTIVE TEACHING AND LEARNING OF JUNIOR SECONDARY SCHOOLS: A
CASE STUDY OF IKPOBA OKHA LOCAL GOVERNMENT AREA OF EDO STATE
ABSTRACT
The purpose
of this research work is to investigate the effect of class size in effective
teaching and learning of junior secondary students in Ikpoba Okha Local
Government Area of Edo State. In this project,. The researchers tried to look
at the effect of class size in effective teaching and learning of Junior
secondary schools students in Ikpoba Okha Local Government Area of Edo State.
The methodology used was the questionnaire which was administered on the
respondents, the questionnaire were completed and transferred into frequencies
with the use of mean statistics. Some findings were out by the researcher and
conclusion made. In the end some recommendations was drawn out which, include
that there is need for government to expand the existing infrastructure in the
school so as to accommodate the numbers of students admitted in the junior
secondary school. Teachers should be employed as soon as more students are
admitted so that teaching learning process will be effective. There is need for
government to realize the essence of bringing up the policy of teacher students
ratio such policies should be strictly adhered to the idea of admitting
students without recourse to the facilities available in inimical to teaching
and learning irrespective of the universal basic education (UBE) goals.
TABLE OF CONTENT
Chapter One
Introduction
1.0 Background of the study
1.1 Statement of problem
1.2 Research questions
1.3 Purpose of the study
1.4 Significance of the study
1.5 Scope of the study
1.6 limitation of the study
1.7 Definition of terms
Chapter
Two
Review of
related literature
Chapter
Three
Methodology
3.0 Research Design
3.1 Population
3.2 Sample and Sampling Procedure of the study
3.3 Research instrument
3.4 Administration of instrument
3.5 Method of data analysis
Chapter Four
Data
analysis, result and discussion
Chapter Five
5.1 Summary
5.2 Findings
5.3 Conclusion
5.4 Recommendations
References
Questionnaires
CHAPTER ONE
INTRODUCTION
BACKGROUND
TO THE STUDY
For many
years, educators, politicians and people in general have debated on the number
of students a teacher can work effectively to ensure students adequate
learning. Although most people would agree that having a few student to teacher
ratio would benefit the student academically, mainly will also argue that it
does not guarantee success and would cost school a great deal or more money.
Prior to reviewing the research, a clarification, of terms associated with the
research, a clarification of terms associated with the research context is
necessary. Students achievement applies to making sure all students have the
necessary skills and knowledge to function in school so that they may also
succeed as adult (National Education Association, 2002). But others see a much
broader, richer, picture and the state standards as something to be met on the
way to the broader picture. Three areas that fit into the broader picture are
academics, essential life skills and responsibility to the community.
Definitions vary across the research spectrum, but for the purpose of this
paper, small class size will be defined as classes with approximately 15
students, while large or regular class will be defined as classrooms with
approximately 24 or more students (Harris and Plank, 2000)., the term average
class size is a calculation of the total number of students in a grade level
divided by the number of classroom sections in that school or school district.
The
relationship between class size and academic performance has been a perplexing
one for educators. Studies have found that the physical environment, class
overcrowding and teaching methods are all variables that affect students
achievement (Molnal, et al 2000). Other factors that affect students
achievement are school population and class size (Gentry, 2000, and Swift,
2000). The issue of poor academic performance of students in Nigeria has been
of much concern to all and sundry. The problems is so much that it has led to
the decline in standard of education. Since the academic success of students
depends largely on the school environment, it is imperative to examine the
impact variables of class size and school population on the academic
performance of students in secondary school. Large class size quality of
teaching and instruction delivery. Overcrowded classrooms have increased the
possibilities for mass failure and make students to lose interest in school.
This is because large class size do not allow individual students to get
attention from teachers which invariable lead to low reading scores,
frustration and poor academic performance. In order to better understand the
skill levels of students, it might be necessary to evaluate factors affecting
their performance. These factors can include; school structure and organization,
teachers quality, curriculum and teaching philosophies (Driscoill, Halcoussis
and Sony, 2003). The idea that school population and class size might affect
students performance is consistent with the growing literature on the
relationship between public sector institutional arrangement and outcomes (Moe,
2003). The purpose of this study is to further examine the relationship of
class size, school population and students academic achievement.
The student
achievement guarantee in education defines class size reduction as “reduce to
class 15” class size reduction can be defined as reducing the number of
students in a classroom. Classroom averages, as defined above, can be reduced
by introducing more teachers. If a school has 120 students in first grade with five
class room teachers, the average class size will be 24 students per class. That
number will be reduced if another teacher is utilized in that grade level. 120
students divided by six classroom teachers will result in average class size of
20 students per class. Minorities are defined as students who are indicated as
an ethnics status of Afro-American, Asian American, Native American or Hispanic
American and is citizen of the United States has permanent immigrant or refugee
status (University of Wisdom, Modison, 2009). The term minority is a relative
term at this point in time. Minorities were often considered so because a
majority of the population in the United State was Caucasians. However, there
are many cities even states, where Caucasians are not the majority.
The premise
that reducing class size can lead to improved teaching and learning is one that
most teachers and parents would readily endorse (Kennedy, 2003). Given a choice
between a classroom with 20 students one with 30 studnets, who would want to
argue that the larger class would be a better learning environment for each
students in that class. The major problems schools are running into is that
then funding for these small class sizes is not available, that the funding for
these small class sizes is not available., or is decreasing. Many states and
school districts dealing increasingly with shortfalls in revenue are smaller
classes.
Advocates of
small classes believes that small class size allow teacher to give more
individualized attention to students, manage their classrooms more effectively
and provide more effective instruction that leads to better students
performance. In a smaller classroom, a teacher has more time to get to know
each student personality and academic strengths and weaknesses, students
receive more attention and are less likely to become discipline problems with
less time spent on classroom management; teachers can focus more on classroom
instruction and students learning. Patricia A Wesley of the college of education
at the University of Washington writes “my teaching and research experiences
have convince me that both small classes and small schools are crucial to a
teacher’s ability to succeed with students” (Wasley, 2002). Some people are not convenience, however,
that reducing class size ensures an academic advantage. Kirk A Johnson is a
senior policy analyst in the center for data analysis, heritage foundation and
asks the question, “are class size reduction programs uniformly positive or
does a downside exists to hiring and placing more teachers in its public
schools?” (Johnson, 2002). Because of state mandates in classroom reductions,
schools are required to hire more inexperienced teachers and are suffering from
a lack of qualified teachers to fill the classroom (Johnson, 2002). Others
argue that there is no substantive proof that class size makes a difference in
students performance and there may be other influences affecting students
performance. Evidence linking smaller classes to improved performance is inconclusive
for instance, difference studies have varied in their definition of small class
size.
According to
Erik Haunshek (2003) of the Hoover institution, only 15 percent of the studies
found that reducing class size has a statistically significant positive effect
on performance. Moreover, almost as many studies (13 percent) found that
reducing class size has a statistically negative effect on student performance.
The remaining 72 percent and indicate that reducing class size has no
statistically significant effect nonperformance. The results were similar in
the 136 studies of elementary school class size. Only 13 percent of them found
that reducing class size increase students performance, and 20 percent indicate
that a reduction harms performance. Thus, in the words of Hanuyshek “there is
little reason to believe that smaller class sizes systematically yield higher
student achievement” (Barcia, and Fredua-Kwarteng, 2008). Evidence linking
smaller classes to improved performance is therefore inconclusive. This study
therefore looks at how class size affects secondary schools students and their
academic performance in junior secondary schools in Ikpoba Okha Local
Government Area of Edo State.
STATEMENT OF
THE PROBLEM
The
performance of junior secondary school students in Junior West African
Examination Council in 2012 according to report made by (office of the
statistics in PPSMB, 2012), calls for proper investigation of causes of poor
academic performance of junior secondary schools students in Ikpoba Okha Local
Government Area of Edo State. Although, several scholars have proposed various
factors responsible for the poor performance of students, few resear4ches has
been dedicated to the correlation between class size, school population and
academic achievement of students.
PURPOSE OF
STUDY
The purpose
of this study is to find out the effect of classroom size in effective teaching
and learning of junior secondary schools in Ikpoba Okha Local Government Area
of Edo State. Specially, the study sought to:
Determine
the class size of junior secondary school students in Ikpoba Okha Local
Government Area?
Determine
the effect of class size in teaching and learning of junior secondary school
students in the Ikpoba Okha Local Government Area.
Ascertain
the effectiveness of teaching and learning of junior secondary school in Ikpoba
Okha Local Government Area.
Identify the
policy guiding teacher-student ratio in junior secondary school in Ikpoba Okha
Local Government Area.
RESEARCH
QUESTIONS
The
researcher is trying to substantiate the result of this study has deducted the
following researcher questions which are:
Is there any
relationship between class size and effective teaching and learning of junior
secondary schools?
Does class
size really affect the teaching and learning in junior secondary school?
Is there any
relationship between class size and the teaching of computer in junior
secondary school?
Is there any
policy guiding teacher students ratio in junior secondary school?
SIGNIFICANCE
OF THE STUDY
This study
has the potential to guide the policy maker about the present scenario of
education system. They make the vision and may improve the situation through
adopting a better policy about teachers. The study is also likely to guide for
developing the education, standard for students teacher, ratio. This study is
also important such that the findings made will help teachers to identify the
reasons for the academic performances of students in large classes with high population
and how they can address the problems. It will provide comprehensive
information for educational planners, educators, and parents on how they can
assist students to cope in large classes.
This research work will lead to further in-depth
study on the impact of class size and school population on the academic
performance of students in computer and other subjects. It will serve as a
contribution to knowledge in the subject area. In this regards, it will be
useful for other researchers who might want to carryout research in related
areas.
SCOPE OF THE
STUDY
The scope of
this study will be very wide if it has to be carried out in all the secondary
school in Ikpoba Okha Local Government Area. Based on this, the study is
focused on five junior secondary schools in Ikpoba Okha Local Government Area
of Edo State.
DEFINITION
OF TERMS
Education:
The process or art of imparting knowledge, skill and judgment.
Learning: An
act in which something is learned.
Academic:
Pertaining to or characteristics of a school.
Performance:
The act of performing, carrying into execution or action, achievement and
accomplishment.
Standard:
Something used as a measure for comparative evaluation.
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