CHAPTER ONE INTRODUCTION
1.1 Background to the Study
For many years, educators 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 context is necessary. Students achievement applies to making sure all students have the necessary skills and knowledge of function in school so that they may also succeed as adult (National Education Association, 2002). But others see a much broader, richer, 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 30 students, while large or regular class will be defined as classrooms with approximately 40 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 major problems schools are running into is that funding for these small class
sizes is not available, or decreasing. Many states and school districts dealing with shortfalls in revenue are smaller classes. Advocate 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 students 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 student” (Wesley, 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 programmes uniformly positive or does a downside exists to hiring and placing more teachers in its public schools? (Johnson, 2005). Because of state mandate in classroom reductions, schools are required to hire more inexperienced teachers and are suffering from lack of qualified teachers to fill the classroom (Johnson, 2005). 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.
Large class-size has direct impact of the quality of teaching and instruction
delivery. Overcrowded classrooms have increased the possibilities for mass failure and make students to lose interest in schools. This large class-size do not allow individual student to get attention from teachers which invariably 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 factor can include: school structure and organization, teacher quality, and teaching philosophies (Driscoll, Halcoussis, Svorny, 2003). The purpose of this study is to examine “the evaluation of class-size on History academic performance among senior secondary school students in Ikere Area Ekiti State, Nigeria.
1.2 Statement of the Problem
Although, several scholars have proposed various factors responsible for the poor performance of students, only a little research has been dedicated to the correlation between class-size population and academic performance.
The high rate of failure in public examination is a proof that the education sector is ailing and requires urgent attention. In an attempt to find out the cause of this mass failure, several factors have been identified to be responsible for this situation. One of such factors is the high teacher-students ratio. It has been observed that some schools record book contain eighty or more students in a class. This problem is particularly severe in Ikere local government. The objectives of secondary school education is to produce high quality students who should be able to face the challenges of the society and prepare them for higher education. Today, History students are faced with large class sizes which lead to ineffective teaching and learning of history. It also leads to students not being able to understand the subject in the correct way. This results in the decline of students academic performance. Hence, this study is aimed at evaluating the effects of class size on the academic performance of history in Senior secondary schools in Ikere local government, Ekiti State, Nigeria with the view of providing remedial strategies to improve the situation.
1.3 Objectives of the Study
The major objective of the study is to evaluating the effects of class size on students academic performance in history in Ikere Educational Area, Ekiti State, Nigeria. More specifically the objectives of the study are:
- to find out the effects of class size on academic performance scores of SSS History Students.
- to find out the effects of class size on academic performance scores of male and female SSS History
- to find out the effects of class size on academic performance scores of rural and urban SSS History
1.4 Research Questions
The following research questions guided the study:
- what is the effect of class size on academic performance scores of SSS History students?
- what is the effects of class size on academic performance scores of male and female SSS History students?
- what is the effects of class size on academic performance scores of rural and urban SSS History students?
1.5 Significance of the Study
The study of the effects of class size on history students academic performance in senior secondary schools is significant in a number of ways. Some of these are outlined below.
Firstly, the study provides valid research based on the data that brings about improvement in the educational programme. It is difficult to ascertain if the educational programme is doing what it is supposed to do when it has not been formally evaluated as it relate to the current large class sizes. Secondly, the research findings are significant to stakeholders in education like: Government and policy makers. They will find the findings of this study useful as it will assist them to identify, analyse and interpret the negative consequences of large class population on students academic performance in the study area and beyond. This will help in providing the much needed data for planning and evaluation purposes which by looking at the situation to improve special consideration.
Do you need help? Talk to us right now: (+234) 08060082010, 08107932631 (Call/WhatsApp). Email: [email protected].
IF YOU CAN'T FIND YOUR TOPIC, CLICK HERE TO HIRE A WRITER»
