Class Size and Effective Learning of the English Language in Junior Secondary Schools in Ezinihitte Mbaise Local Government Area of Imo State
Abstract
This study employed a quantitative survey research design to explore the impact of class size on English language learning outcomes in Nigerian junior secondary schools, focusing on Ezinihitte Mbaise Local Government Area. A structured questionnaire was developed to collect data from a sample of 120 respondents, comprising teachers and students. The data were gathered to understand the perceptions of students and teachers regarding the effect of class size on English language instruction in this region. SPSS27 was utilized for data presentation and analysis, employing various statistical methods such as the one-sample t-test to evaluate hypotheses related to class size and its influence on learning outcomes. The findings indicated a significant correlation between large class sizes and diminished English language learning outcomes, as evidenced by respondents’ perceptions. Moreover, there were consistent perceptions among teachers and students regarding the challenges faced in overcrowded classrooms, affecting participation, interaction, and timely feedback. The statistical analyses revealed significant differences in English language performance between students in large classes and those in smaller classes. These outcomes underscored the adverse effects of overcrowded classrooms on both teaching and learning experiences. In conclusion, the study highlighted the necessity for urgent interventions to address the challenges posed by large class sizes in English language instruction, emphasizing the potential benefits of smaller class sizes in enhancing student engagement and learning outcomes. The recommendations suggest strategies for reducing class sizes, facilitating teacher professional development, and tailoring teaching approaches to meet the specific needs of students in overcrowded classrooms. These findings emphasize the significance of considering class size as a crucial factor in educational policy and practice to promote more effective learning environments.
CHAPTER ONE
INTRODUCTION
Background to the Study
Education is a cornerstone of socioeconomic development, and the quality of education plays a vital role in achieving this goal. In Nigeria, the English language holds a central position in the education system as it serves as the primary language of instruction. English proficiency is not only crucial for effective communication but also for accessing knowledge and opportunities. However, the quality of English language education in Nigerian schools faces several challenges. These challenges are especially pronounced in rural areas, where one significant issue is the impact of class size on the effectiveness of education. (Adeyela, 2020; Adeyemi, 2018)
Ezinihitte Mbaise Local Government Area in Imo State, Nigeria, serves as a microcosm of the broader educational landscape in the country. Like many other regions in Nigeria, schools in this area grapple with large class sizes, particularly in the junior secondary sections. At this level, the English language is a core subject, and its effective teaching and learning are paramount. Thus, it is imperative to investigate how class size influences the ability of students to effectively learn the English language in this specific context. Understanding this relationship can provide valuable insights into the challenges faced by students and educators and guide efforts to improve the overall quality of education in the region. (Asiyai & Ajudeonu, 2020; Averett & McLennan, 2021)
Large class sizes have been a persistent problem in junior secondary schools in Nigeria, affecting the quality of education. The extent to which class size influences the effective learning of the English language in these schools is a matter of concern. Adeyemi’s (2018) study on the influence of class size on the quality of output in secondary schools in Ekiti State, Nigeria, sheds light on the potential implications of large classes. It suggests that overcrowded classrooms can hamper the quality of education, impacting students’ ability to learn effectively. These findings are pertinent to the situation in Ezinihitte Mbaise Local Government Area, where large class sizes may be a common occurrence.
Furthermore, class size is known to influence the interaction between teachers and students, which is crucial for effective learning. Earthman (2022) emphasized the importance of school facility conditions, which include class size, for student academic achievement. Overcrowded classrooms can limit teacher-student interaction and personalized attention. This reduced interaction can be particularly detrimental to the learning of subjects like the English language, where communication and feedback are essential. This observation is pertinent to the local context, where the ability of students to engage with the English language might be hindered by large class sizes.
The perceptions of students and teachers regarding the impact of large class sizes on the teaching and learning of the English language are also essential to consider. Understanding these perceptions can provide insights into the challenges faced in the classroom. Ahiakwo’s (2020) professorial inaugural lecture on science education and scientific literacy underscores the importance of teacher-student engagement in the learning process. Large class sizes can make it challenging for teachers to provide individualized attention and support, which can affect students’ grasp of the English language. This concern is equally applicable to the schools in Ezinihitte Mbaise Local Government Area, where teacher-student interactions might be limited due to large class sizes.
It is also essential to explore whether there are significant differences in English language performance between students in large classes and those in smaller classes in junior secondary schools. This aspect of the study aligns with the findings of Morris (2019), who investigated the relationship between school facility characteristics and student achievement. Class size, as a component of school facilities, was found to impact student achievement. If there are significant differences in English language performance between students in large and small classes in the local context, it would highlight the need for targeted interventions to address this disparity. The study by Fabunmi and Okore (2020) on the analysis of the relationship between average class size and secondary school academic performance is relevant in this context, as it may provide insights into the potential differences in academic outcomes associated with class size.
In addition to the local perspective, it is crucial to consider the broader educational landscape in Nigeria and how class size issues are impacting the quality of education. The effects of class size on student achievement have been studied extensively, and their relevance to Nigeria’s education system cannot be ignored. The study by Ehrenberg et al. (2021) explores the relationship between class size and student achievement, emphasizing its significance for educational policy. Similarly, the work of Lackney and Picus (2018) on school facilities, maintenance, and modernization underlines the importance of addressing class size as part of school planning and development.
Furthermore, parental involvement and school infrastructural facilities play a vital role in students’ learning achievements. Muraina and Muraina (2022) highlight the impact of these factors on student learning outcomes in a local government area of Oyo State. This perspective emphasizes that addressing class size concerns should be part of a more comprehensive approach to improving education in Nigeria.
Statement of Problem
In Nigeria, the quality of English language education is a critical concern within the broader educational framework. Effective English language instruction is essential for academic success, access to information, and effective communication. However, the quality of English language education is under significant threat, especially in rural regions like Ezinihitte Mbaise Local Government Area, Imo State. A pervasive challenge exacerbating these issues is the problem of class size in junior secondary schools (Adeyemi, 2018; Asiyai & Ajudeonu, 2020).
Large class sizes have been a persistent issue in these schools, resulting in overcrowded classrooms and diminishing opportunities for teacher-student interactions. The problem of large class sizes in junior secondary schools directly impacts the quality of education, with a specific focus on the effective learning of the English language. This challenge raises key questions and concerns.
The extent to which large class sizes influence students’ ability to effectively learn the English language in junior secondary schools in Ezinihitte Mbaise Local Government Area is a significant concern (Adeyela, 2020; Averett & McLennan, 2021).
The perceptions of students and teachers regarding the impact of large class sizes on the teaching and learning of the English language in this region provide valuable insights into the challenges faced in the classroom (Ahiakwo, 2020; Fabunmi & Okore, 2020).
Additionally, investigating potential disparities in English language performance between students in large classes and those in smaller classes is essential for understanding the overall impact of class size (Morris, 2019; Fabunmi & Okore, 2020).
These questions underscore the urgent concerns related to the educational landscape in Ezinihitte Mbaise Local Government Area and their broader implications for the quality of English language education in Nigeria. Understanding the influence of class size on English language learning, as well as gauging the perceptions of students and teachers and exploring potential disparities in academic performance, are essential steps towards addressing this problem and enhancing the overall quality of education in the region. This study aims to provide critical insights into these issues and inform policies and interventions that can lead to improved English language education, ultimately fostering better academic outcomes and supporting socioeconomic development.
Objectives of the Study
This study aims to achieve the following objectives:
- To assess the extent to which large class sizes influence the effective learning of the English language in junior secondary schools in Ezinihitte Mbaise Local Government Area.
- To investigate the perceptions of students and teachers regarding the impact of large class sizes on the teaching and learning of the English language in this region.
- To determine whether there are significant differences in English language performance between students in large classes and those in smaller classes in junior secondary schools in Ezinihitte Mbaise Local Government Area.
Research Questions
To guide this study, the following research questions will be addressed:
What is the extent of the influence of large class sizes on students’ effective learning of the English language in junior secondary schools in Ezinihitte Mbaise Local Government Area?
How do students and teachers perceive the impact of large class sizes on the teaching and learning of the English language in this region?
Are there significant differences in English language performance between students in large classes and those in smaller classes in junior secondary schools in Ezinihitte Mbaise Local Government Area?
Research Hypotheses
To provide a structured approach to the investigation, the following hypotheses were tested:
Null Hypotheses(H0):
- Large class sizes have no negative influence on students’ effective learning of the English language in junior secondary schools in Ezinihitte Mbaise Local Government Area.
- Students and teachers perceive no significant negative impact of large class sizes on the teaching and learning of the English language in this region.
- There are no significant differences in English language performance between students in large classes and those in smaller classes in junior secondary schools in Ezinihitte Mbaise Local Government Area.
Alternative Hypotheses(H1):
- Large class sizes have a negative influence on students’ effective learning of the English language in junior secondary schools in Ezinihitte Mbaise Local Government Area.
- Students and teachers perceive a significant negative impact of large class sizes on the teaching and learning of the English language in this region.
- There are significant differences in English language performance between students in large classes and those in smaller classes in junior secondary schools in Ezinihitte Mbaise Local Government Area.
Significance of the Study
This study holds paramount significance for various stakeholders in the education sector, particularly in the context of junior secondary schools in Ezinihitte Mbaise Local Government Area. The importance of this study can be summarized as follows:
Policy Implications: The findings of this research will play a vital role in shaping educational policies and strategies. By illuminating the relationship between class size and the effective learning of the English language, it can guide the development of policies aimed at mitigating the challenges associated with large class sizes in junior secondary schools. Ultimately, this can lead to improvements in the quality of English language education within the region, addressing a critical concern.
Educational Planning: School administrators, educational planners, and policymakers will benefit significantly from the insights generated by this study. The information derived from this research can aid in making informed decisions related to resource allocation and educational planning. By understanding the specific challenges posed by class size issues, these stakeholders can better address them, enhancing the overall quality of education.
Teachers and Students: This study will provide valuable insights for teachers who grapple with the effects of large class sizes. By understanding how class size impacts their teaching, educators can adapt their instructional methods and approaches more effectively. Students, on the other hand, will gain insights into how class size affects their learning experiences. This understanding may empower students to provide feedback and suggestions to improve their learning experiences, fostering a more collaborative and responsive educational environment.
Research Contributions: This research makes a significant contribution to the existing body of knowledge within the field of education, particularly in the Nigerian context. It sheds light on the specific challenges faced in rural areas, such as Ezinihitte Mbaise Local Government Area, and their direct impact on the process of English language learning. This contribution is vital for comprehending the nuances of the educational landscape in Nigeria and for addressing the unique challenges faced by students and educators in rural settings.
Future Research: The findings of this research can serve as a foundational platform for future studies in related fields. It opens avenues for further investigations into the quality of education in rural Nigerian schools, allowing for a deeper exploration of the multifaceted issues that affect the educational experience. Subsequent research endeavours can build upon the insights and data provided by this study, contributing to a more comprehensive understanding of the challenges and opportunities within the Nigerian education system.
In summary, this study’s significance extends to policy development, educational planning, instructional improvement, and the advancement of educational research. It not only addresses the immediate concerns regarding class size and English language learning but also lays the foundation for broader educational improvements in the Nigerian context.
Scope of the Study
This study is confined to junior secondary schools in Ezinihitte Mbaise Local Government Area of Imo State, Nigeria. It focuses primarily on the effective learning of the English language in the context of large class sizes. The study will consider students and teachers from both urban and rural schools within the selected area. Data collection and analysis will be limited to this specific geographical location and educational level.
Operational Definition of Terms
Class Size: Refers to the number of students in a classroom, which includes both urban and rural junior secondary schools in Ezinihitte Mbaise Local Government Area.
Effective Learning: Refers to the ability of students to understand, retain, and apply knowledge in the context of English language learning.
Junior Secondary Schools: Educational institutions providing education to students at the junior secondary level, typically encompassing students between the ages of 11 and 15.
English Language Education: The teaching and learning of English, including reading, writing, speaking, and listening skills.
Teacher-Student Interaction: The level of engagement and communication between teachers and students during the teaching and learning process.
Perception: The way individuals view and interpret the impact of class size on English language education is based on their personal experiences and beliefs.
References
- Morris, R. H. (2019). The relationship among school facility characteristics, student achievement, and job satisfaction levels among teachers. An unpublished Ph.D. thesis, University of Georgia, Athens, Georgia.
- Muraina, M. A., & Muraina, K. O. (2022). Parental involvement and school infrastructural facilities as determinants of secondary school students’ learning achievement in Itesiwaju Local Government Area of Oyo State, Nigeria. International Journal of Research, 1(4), 299-309.
- Newman, I., & Benz, C. R. (2020). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale: Southern Illinois University Press.
- Odufowokan, B. A. (2021). School plant planning as a correlate of students’ academic performance in Southwest Nigeria secondary schools. International Journal of Business Administration, 2(2), 41-47.
- Oladejo, M. A., Olosunde, G. R., Ojebisi, A. O., & Isola, O. M. (2021). Instructional materials and students’ academic achievement in Physics: Some policy implications. European Journal of Humanities and Social Sciences, 2(1), 112-126.
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