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.

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 Swi, 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.