THE IMPLICATION OF LARGE CLASS-SIZE IN TEACHING AND LEARNING OF BIOLOGY IN SOME SELECTED SECONDARY SCHOOLS IN SHAGAMU METROPOLITAN OF OGUN STATE

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Research work appears to be making an increasing impact on everyday lives. In public discussion today the evidence of this fact was considered to be important. We are unlikely to accept authoritative statements without some explanations to prove the statement. Every profession requires its members to acquire certain specialized abilities and teaching is no exception. Among the specialized abilities expected of the classroom teacher is to have some certain behaviours which promote both the learning of the subject (Biology) and the student’s attitude. Teacher’s classroom interaction can be analyzed in order to obtain information on how to be effective with regards to the teaching method from which to develop and control their behaviour in a continuing programme of self development. There is the need for using different methods in teaching different groups of students. For instance, in teaching Biology the teachers needs to have interaction session for his student and therefore in the class, demonstration method should be applied rather than lecture.

However, the only way to find out the usefulness of the different methods is to observe their behaviour in different ability level in selection of methodology of teaching the teacher has to bear in his mind. How should Biology be taught? What teaching methods would be suitable in the teaching of Biology? Biology in particular, what is the role of small group discussion; the class-room demonstration and audio-visual aid in teaching and learning of Biology. There are basically several methods of observing Biology teachers, two of these are interaction analysis and topological studies (step by step observation based on record). Its generally accepted that an application and understanding of education events are essentials to any analysis of educational process. Teacher should analyze their classroom interaction in order to obtain effective learning, especially their own actions during the process of teaching and learning.

Babajide, 2010 reveal that Biology teaching is suppose to be result oriented and students centred, and this can only be achieved when students are willing and the appropriate methods and resources in the students. Students by nature are curious; They need to be actively involved in the learning process in which they are continuously equipping, testing, special teaching and building their own personal construct and knowledge that is only by personalizing such knowledge that it becomes valid, meaningful and useful to them. In Biology, students need to actively construct their own personal awareness and meaning to substantiate the argument, Usman (2009) remarked that brain is not a passive consumer of information and to learn with understanding, a learner must actively construct meaning of what to be learned. Despite the prime position, Biology occupies in our educational system and the efforts made by researchers to enhance performance, students’ performance on Biology and sciences in general are still low. Some of the reasons identified for this failure are laboratory inadequately, teachers attitude, examination malpractice, time constraint for conduction of practices, non-coverage of syllabus, class size, non-professionalism and environment. Biology practical in schools is aimed at giving the students the opportunity to gain meaningful learning, acquire appropriate skills and attitudes that enable them live and contribute to the development of society. We often think that learning occurs in proportion to class-size; the smaller the class, the more students learn.

However, while research shows that small classes provide more opportunities for feedback and discussion than large classes, as well as greater students satisfaction, it does not suggest that class size is necessarily a correlate of student learning. What counts is not the size of the class, but the quality of the teaching. Research suggests that the key to effective instruction and student learning, regardless of class size, is engaging student in active learning.

1.2 STATEMENT OF PROBLEM

There are a lot of problems facing the teaching and learning of Biology in Secondary Schools but the researcher is concern about the large class size and it impact in teaching and learning of Biology in some selected secondary schools in Shagamu metropolitant of Ogun State.