Effect Of Class Size On Students’ Academic Performance In Social Studies

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Effect Of Class Size On Students’ Academic Performance In Social Studies


Abstract


The general focus of this study was to examine the effect of class size in academic performance of student in Social Studies using Warri south local government of Delta State as case study. The survey research design was employed for the study. The target population for this study comprised of students of selected secondary schools in Warri South, in Delta State. Five(5) secondary schools were purposively selected which form the population of the study. The research instrument used in this study is the questionnaire. Research Hypotheses were tested using the Pearson Correlation and T-test Statistical tool (SPSS.v23). Findings from the study reveals that classroom size affect teachers-student interaction, time teachers spends on controlling the class, quality of instruction and the learning outcome of students which at length affect his/her attainment of academic goals. Thus the study concludes that there is a significant relationship between class size and academic performance. The study therefore recommends that educational stakeholders, government and school owners having known the component of learning environment should ensure that school environment has a well equipped library, spacious class rooms and nature-based surrounding, while teachers should improve their classroom management skills and maintain positive student-teacher relationship which would improve students academic performance in social studies and other subjects.


Chapter One


Introduction

1.1 Background to the Study

According to Adeyemi and Adu (2010), it is widely accepted that education is one of the leading tools for promoting economic development as it covers some processes individuals go through to help them develop and use their potentials. Furthermore, Okeke (2007) said that, through education, individuals acquire knowledge, skills and attitude that are necessary for effective living.

In an attempt to have sound education worldwide, many factors have been identified as being responsible for falling standard of education where it is perceived and established. Among such factors is the issues of ‘’class size’’. Adeyemi (2008) defined class size as a situation that can be described as an average number of students per class in a school, it is the number of students per teacher in a class. Kedney (1989) described it as a tool that can be used to measure performance of the education system. A lot of argument has gone on the impact of class size on performance, some fingering over-bloated class size as the main factor responsible for falling standard of education, most especially in the elementary or secondary level of education in Nigeria. However others see this as mere coincidence seeing other factors as being responsible.

In many countries over the world there has been a widely reported debate over the educational consequences of class size differences. Opinions vary from those academics and policy makers who argue that class size reduction is not cost effective to those who argue that it should be a main feature of educational policy. In some countries policy has changed in favor of small classes. In the U.S.A, over 30 states have enacted legislation for class size reduction (CSR) programs. Current Government policy in England and Wales is for a maximum class size of 30 for pupils aged 4-7 years, and larger cuts are planned in Scotland. In East Asia, many countries and cities (including Shanghai, Hong Kong, Macau, Taiwan, Korea and Japan) have implemented ‘small class teaching’ initiatives (Blatchford, Bassett and Brown, 2011).

Most attention has been paid to whether or not smaller classes lead to better academic outcomes for pupils. There is a good deal of controversy over the magnitude of these effects (Blatchford, Russell and Brown, 2009; Hattie, 2005 and Wilson, 2006). Though there are some agreement, drawing on experimental and naturalistic studies that smaller classes have positive effects on pupil academic performance (Finn and Achilles, 1999; Blatchford, Bassett, Goldstein, and Martin, 2003).

Responding to this problem of over-bloated class, some state governments in Nigeria embarked on correcting this anomaly. Numbers of students per class were reduced especially at the Junior Secondary School level and more classrooms were built to cater for this reformation. This brought a great relief upon teachers and administrators of schools and there was a great expectation that with this reformation, there should be an improvement in the output of teachers and this should consequently improve the academic performance of the students (Tobih, Akintaro and Osunlana, 2013).


1.2 Statement of the Problem

The poor funding of education in most third world countries does not enable the school system to have manageable class sizes, adequate classroom space and appropriate class utilization rates. The fact that these factors are capable of influencing the productivity of teachers and students academic performance, has necessitated this study to investigate the extent to which class factors like class size, large or small class size, student-classroom space and classroom utilization rate determined secondary school students’ academic performance in Education District V of Lagos State of Nigeria.

In an attempt to put sound education on ground worldwide, many factors have been adduced as being responsible for falling standard of education where it is perceived and established. Among such factors is the issue of class size. Fabunmi et al (2007) pointed out that classroom congestion and low utilization rate of classrooms are common features of secondary schools in Nigeria. They have negative impact on both secondary school teacher productivity, student learning and thus secondary school student academic performance.

Following the trend of educational system in the country, particularly in Lagos State, population explosion without a commensurate increase in infrastructure in our schools has constituted a great problem which has threatened the essence of learning. This problem became so terrible that over 100 students were put in a class without enough infrastructures; consequently, many students received their lessons while standing. One then wonders how students can learn optimally under such an atmosphere and the effect of such environment on the academic performance of students.

Over-bloated class size has been indicated as one of the main factors responsible for falling standard of education, most especially in the elementary or secondary level of education in Nigeria. There have been argument and counter argument on the relative influence of class size and students’ academic performance, Eke (1991) found out that class size does not affect students’ achievement. On the contrary, Keil and Partell (2009) found that increasing class size has a negative effect on students’ achievement, that is, it lowers students’ achievement at a decreasing rate. Whether in fact there is a negative or positive effect of class size on students’ academic performance is an empirical issue that remains open. It is against this backdrop that this research seeks to present a critical appraisal of the relationship between class size and students’ academic performance with a special reference to some selected secondary schools in Education District V of Lagos State.


1.3 Purpose of the Study

The general objective of this study was to explore the relationship between class size and students’ academic performance. Other specific objectives are:

  1. To investigate if there is any significant relationship between class size and students’ academic performance.
  2. To determine the effect of large class size on male students academic achievement.
  3. To find out if small class size have effect on female students’ academic performance.

1.4 Research Questions

This study was guided by the following research questions:

  1. Is there any significant relationship between class size and students’ academic performance in social studies?
  2. What is the difference in the mean scores of male students in large and small classes?
  3. What is the difference in the mean scores of female students in large and small classes?

1.5 Research Hypotheses

The research tested the following hypotheses at 0.05 level of significance:

Ho1: There is no significant relationship between class size and students’ academic performance in social studies.

Ho2: There is no significant difference in the mean scores of male students in large and small classes.

Ho3: There is no significant difference in the mean scores of female students in large and small classes.


1.6 Significance of the Study

This study would be relevant to the general public but immensely to school owners and administrators on the need to ensure they equip their school with adequate facilities such as spacious environment, classrooms and libraries as this will enhance greater academic performance. More so this study provides a valuable reference for other researcher to reflect upon the school the learning environmental factor as it affect the academic performance of student in secondary school. Also, this work would contribute to the knowledge body and serve as a stepping stone to other researchers, who are looking for better ways to solve the problem of learning environment and students’ academic performance in secondary schools.


1.6 Scope of the Study

The focus of this study is to examine the effect of class size on academic performance of secondary school students in Social Studies using WARRI south local government of Delta State as case study.


1.7 Limitation of the Study

During the course of the study challenges encountered were exclusively but not delimited to the following numerous. These are

Financial Constraint:

Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview)

Time Constraint:

Time factor pose another constraint since having to cope in this research which went simultaneously within the time schedule of other academic work making it impossible to undertake this study in large more representative skill.


1.8 Definition of Concepts

Class Size:

Class size refers to the number of students a teacher faces during a given period of instruction.

Learning Environment:

The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur.

Academic Performance:

Academic performance is the extent to which a student has attained their short or long-term educational goals.


Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary and Conclusion

Class size reduction is an issue in education of significance as it is a strategy that is currently being used within many school districts at the elementary school level in an attempt to increase achievement for students. Increased accountability is being placed upon schools to make to use their limited funding efficiently and effectively increasing student academic performance. It is vital that some schools especially private ones have contemporary research to use in the hiring of additional teachers to create smaller learning environments. While there are numerous studies on smaller class sizes and their affect on academic performance, the results of the studies are inconsistent in their findings, leaving educational leaders with no definitive answer regarding the relationship between class size and student academic achievement. Confounding the data is the varied methodology of the studies, making the generalizability of results arduous.

This in-depth study analyzed the relationship between class size and academic performance within . The findings of this study provide educational leaders with data regarding class size and academic achievement, resulting in the continuation of class size reduction.

The study also reveals that:

  1. Smaller classes result in increased teacher-student contact.
  2. Students in smaller classes show more appreciation for one another and more desire to participate in classroom activities.
  3. In smaller classes, more learning activities take place.
  4. Smaller classes foster greater interaction among students, helping them understand one another and increasing their desire to assist one another. Smaller classes allow for potential disciplinary problems to be identified and resolved more quickly.
  5. Smaller classes result in higher teacher morale and reduced stress.
  6. Less retention, fewer referrals to special education, and fewer dropouts are the ultimate rewards of class-size reduction.

5.2 Recommendation

From the findings of the study It is therefore recommended that our educational policy makers should formulate policies that will ensure that the number of students in a class should not exceed 30 students. This in turn will make the government to provide enough classrooms for the schools. The Parent Teacher Association (PTA), philanthropist and other charitable organizations are also implored to compliment the effort of the government to boost the performance of students in social studies by building more classes.


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