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:
1. Determine the class size of junior secondary
school students in Ikpoba Okha Local Government Area?
2. Determine the effect of class size in teaching
and learning of junior secondary school students in the Ikpoba Okha Local
Government Area.
3. Ascertain the effectiveness of teaching and
learning of junior secondary school in Ikpoba Okha Local Government Area.
4. 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:
1. Is there any relationship between class size and
effective teaching and learning of junior secondary schools?
2. Does class size really affect the teaching and
learning in junior secondary school?
3. Is there any relationship between class size and
the teaching of computer in junior secondary school?
4. 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 accomp0lishment.
Standard: Something used as a measure for comparative
evaluation.
Department | Education |
Project ID Code | EDU0048 |
Chapters | 5 Chapters |
No of Pages | 50 pages |
Methodology | Null |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
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Contact Us On | +2349067372103 |
Contact Us On | +2349094562208 |
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