CHAPTER ONE INTRODUCTION 1.

1 Background to the Study

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 (Molnar, et al., 2000). Other factors that affect student achievement are school population and class size (Gentry, 2000; and Swift, 2000). The issue of poor academic performance of students in Nigeria has been of much concern to all and sundry. The problem 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 and over populated schools have 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 school. This is because 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 factors can include: school structure and organization, teacher quality, curriculum, and teaching philosophies (Driscoll, Halcoussis, & Svorny, 2003). The idea that school population and class

size might affect student performance is consistent with the growing literature on the relationship between public sector institutional arrangements and outcomes (Moe, 1984). The purpose of this study is to further examine the relationship of class size, school population and student academic achievement 1.2 Statement of the Problem

The performance of secondary school students in NECO, WAEC and JAMB calls for proper investigation. Although, several scholars have proposed various factors responsible for the poor performance of students, few research have been dedicated to the correlation between class size, school population and academic achievement of students. This study therefore looks at how class size affect students academic performance in secondary schools. 1.3 Objectives of the Study

The general purpose of this study is to find out the relationship between class size and student achievement using some selected secondary schools in Agege Local Government Area of Lagos State as case study. The specific objectives are to: i. Examine the relationship between class size and academic performance of students ii. Examine the relationship between school population and academic

performance of students iii. Discuss the effects of over-population on classroom management iv. Analyze the impact of over-population on school resources and facilities

1.4 i.

Research Questions Is there any correlation between class size and academic performance of students?

ii.

Is

there

any

relationship

between

school

population

and

academic

performance of students? iii. Is there any relationship between over population and classroom

management? iv. Is there any relationship between over population and school resources/ facilities? 1.5 Ho1 Research Hypothesis There is no significant relationship between class size and academic

performance of students Ho2 There is no significant relationship between school population and academic performance of students Ho3 There is no significant relationship between over population and classroom management Ho4 There is no significant relationship between over population and school resources/ facilities. 1.6 Scope of the Study This research work focuses on the relationship between class size and student achievement using some selected secondary schools in Agege Local

Government Area of Lagos State as case study. This research work covers all public secondary schools students in Agege Local Government Area Of Lagos State. However, four public secondary schools will be used as case study. 1.7 Significance of the Study This study is important for several reasons. First, the findings will help teachers to identify the reasons for the academic

performance of students in large classes with high population and how they can address the problems; Second, it will provide comprehensive information for educational planners, educators, classes; Third, this research work will lead to further in-depth study on the impact of class size and school population on the academic performance of students in Nigeria; Lastly, it will serve as a contribution to knowledge in the subject area. In this and parents on how they can assist students to cope in large

regard, it will be useful for other researchers who might want to carry out research in related areas 1.8 Research Methodology A descriptive research design will be use in carrying out this study. The sample for this study constitutes one hundred (100) respondents. For this research work, random sampling technique will be used. This study will be restricted to the

categories of teachers and students the researcher considered essentially relevant to issues being investigated. Simple percentage statistical analysis will be used for the study. 1.9 Definition of Terms

Academic Achievement Knowledge attained or skills developed in school subjects by test scores. Secondary school (also "high school") is a term used to describe an educational institution where the final stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place. It follows elementary or primary education, and may be followed by university (tertiary) education. Overpopulation: This is when the number of students in a particular class exceeds the standard of student-teacher ratio of 1:30.

CHAPTER TWO REVIEW OF RELATED LITERATURE

2.1

CONCEPT OF CLASS SIZE AND ACADEMIC PERFORMANCE

Class factors are very important in the teaching-learning activities, particularly when students academic performance is being considered. Class size is an important factor in relation to academic performance of students. There is a consensus among various researchers and educationists that, the lower the class size or teacher-pupil ratio, since students achievement decreases as class size increases. Many studies have pointed out the significance of teacher pupil ratio to cognitive learning in the school. (Idienumah, 1987; Ojoawo, 1989; Fabunmi 2000). The National policy on Education (1981) recommended that the teacher-pupil ratio should be 1:35. In emphasizing the importance of class size to the

learning/teaching process, the All Nigeria conference of principals of secondary schools (ANCOPSS) recommended a maximum of forty students per class for effective management and better control. Oguntoye (1983) in his own study found that class size had negative coefficient with examination performances of students. The relationship between class size and academic performance is a major controversy. The lower teacher-pupil ratio allows for more effective communication between the learner and the teacher. The effect of class size on cognitive

achievement has been debated and researched for many years and has been inconclusive. Robison (1990) opined that even with these methodological problems, research has generally demonstrated the influence of class or teacher students ratio on students performance in a variety of educational setting. In the view of this fact, it could be said that teacher-pupil ratio is one of the important factors determining good academic performance of students. A recent study by Idienumah (1987), reported that there is positive relationship between certain variables such as class size, teacher pupil ratio, students factors and performance in examination. They were discovered to be factors that have strong and direct influence on academic performance of schools. Schools with larger class size and high teacherpupil ratio recorded poor performance while better academic performance is associated with schools with small size and lower teacher-pupil ratio. Other studies like Bozzomo (1978), Bourice (1986) and Bolton (1988) confirm that there was no relationship between the size of the class and the results. Ojoawo (1989) in one of his major findings revealed that the class sizes were found to be negatively related to school academic performance. Bolton (1988) found that there was no significant difference in post test achievement scores between large classes and small class control groups in developmental English. According to Boltons (1988) experience, larger is sometimes better. Edge (1980) identified two of the problems, which large classes pose, they are (1) the provision of an opportunity for discussion or for any kind of oral input to the written work is

difficult; and (2) the amount of making involved can dissuade even the not enthusiastic teacher from setting the amount of written work that he feels would benefit the students. Coleman (1987) pointed out that for enthusiastic teachers, if classes are very large, it is important that as far as possible, the learners should be constantly busy and the tasks should function continuously without repeated intervention from the teacher. On the other hand, most parents, teachers and students have a strong belief that small group classes are preferable to large ones. As Bolton (1988) put it there is, after all, an orthodox tradition to the proposition that small classes are necessary for student achievement. In some of the experiments performed, Roe et al. (1987) discovers that in reading scores on individual tests, the smallest classes were significantly higher and the largest classes were lowest of all. As a corollary to this, Smith and Glass (1980) indicates through meta-analyses that compare to large classes, small classes lead to higher pupil achievement, more favourable teacher effects (e.g. moral, attitude towards student) greater attempts in individual instruction, a better classroom climate and more favourable student effects (e.g. self concept and participation). Other studies have been carried out on class size and academic performance of students. Mc Daniel (1963) conducted a study on class size the findings of the study revealed that class size whether large or small was not related to academic achievement of pupils in a standardized achievement test in mathematics, reading and language. Johnson (2000) who used data from the 1998 National Assessment of Educational Progress (NAEP) reading test to establish the impact of smaller classes on academic achievement.

Despite the laudable motives which seemed to justify the very "high cost of the expanded education programme of the late 1970s, (the expansion which is still proving very difficult to cope with) the schools in Nigeria are not really effective engines for the diverse functions for which they are set up. The performance of the schools as attested to by the academic performances of the students especially at the secondary school level have been rather very disappointing. The situation actually tends towards threatening the future of the nation. The reports of the many studies and surveys (for example, the 1980-1984 Statistics of Education by the Federal Ministry of Education, Lagos; the report published in the Times Publication (Nigeria) of September 15, 1985 and the one in the Nigerian Guardian of February 2, 1990) and the many editorials in many Nigerian dairy newspapers all point to the academic performances of Nigerian secondary school students which have been on the decline for some times now. This declining trend has been causing a lot of concern and fears in various governmental quarters since the reports conclude that the nation is heading for the breeding of generations of illiterate Nigerians. The failure of Nigerian schools is thus indicating that the health and the well-being of the nation's society may be in jeopardy. The literature on poor academic performance by school pupils reveals as causes factors related to personal characteristics of pupils (Thompson & Standford, 1975; Reinhart, 1976 and Belkin, 1981) and factors related to the pupils' environment the school and the home (Liitle & Thompson, 1983). In support of the pupil environment as a factor in academic achievement Maclean (1966) and Little and Thompson, (1983) note that the difficulties resulting in failure by the pupils may not necessarily lie with the child but with the

educational system and in particular the school. Lockheed and Komenan (1989) report that if we control for the student background, school characteristics have significant effects on academic achievement and that in many cases the effects of the school characteristics are greater than the effects of family background. According to Wehlace and Rutter (1984) although a number of study findings reveal that academic failures are caused by factors related to the social, family and personal characteristics of the pupils, however, these results have been negligible in the obvious implications they carry for shaping school policy and practice. They were therefore of the opinion that research efforts should be better focused on understanding the characteristics of the school and how these affect the student performance rather than trying to identify factors which are least amenable to change. They further argue that search efforts continue to focus on the relatively fixed characteristics or attributes of the students- the effect of such research efforts may tend to absolve schools from blames for their lack of success with the pupil academic performance. The issues therefore are: What are these school-related characteristics or factors which adversely affect pupil academic performance? How do these characteristics rate in order of the degree of their effects on pupil academic performance? How would the teachers and the students rate these characteristics in order of the degree of their effects on pupils academic performances? In an attempt to explore these issues the study reported below was carried out. 2.2 CORRELATION BETWEEN CLASS SIZE AND EFFECTIVE LEARNING

The issue of poor academic performance of students in Nigeria has been of much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard of education in Abia State and Nigeria in general. The quality of education depends on the teachers as reflected in the performance of their students. Over the years students academic performance in both internal and external examinations had been used as a measure to determine excellence in teachers and teaching (Ajao, 2001). Teachers have been shown to have an important influence on students academic achievement and they also play a crucial role in educational attainment because the teacher is ultimately responsible for translating policy unto action and principles based on practice during interaction with the students (Afe, 2001). According to Federal Republic of Nigeria (2004:39) no education system may rise above the quality of its teachers. In the words of Uchefunna (2001) teaching and learning depends on teachers, no wonder an effective teacher has been conceptualized as one who produces desired results in the course of his duty as a teacher. Teaching effectiveness has been accepted as a multidimensional construct since it measures a variety of different aspects of teaching such as; subject mastery, effective communication, lesson preparation and presentation (Onyeachu, 1996). The influence of teachers teaching effectiveness on the learning outcome of students as measured by students academic performance has been the subject of several studies (Adediwura and Tayo, 2007; Adu and Olatundun, 2007; Lockhead and Komenan, 1988; Schacter & Thum, 2004; Starr, 2002). The above studies suggest that effective teaching is a significant predictor of students academic

achievement. Therefore effective teachers should produce students of higher academic performance. Poor academic performance of students in Nigeria has been linked to poor teachers performance in terms of accomplishing the teaching task, negative attitude to work and poor teaching habits which have been attributed to poor motivation (Ofoegbu, 2004). It has also been observed that conditions that would make for effective teaching such as resources available to teachers, general conditions of

infrastructure as well as instructional materials in public secondary schools in Nigeria are poor (Oredein, 2000). These prevailing conditions would definitely show a negative influence on the instructional quality of teachers in public schools, which may translate to poor academic performance, attitude and values of secondary school students. Although teachers strong effect would significantly influence students academic achievement, other factors such as socio-economic background, family support, intellectual aptitude of student, personality of student, self-confidence, and previous instructional quality have been found to also influence students examination score (Starr, 2002) either positively or negatively. To this end, Blankstein (1996) had stated that students grades and test scores are not good indicators of the quality of teachers instruction. In support of this view, a study carried out in Nigeria by Joshua and Kritsonis (2006) showed that Nigerian teachers condemn the use of student achievement scores as indicators of teachers competence, performance of effectiveness. Since students academic scores are not the only predictors of teachers effectiveness, researchers like Emeterom (2005), Enaohwo (2000), Emenalo

(2009), Eze and Egwuagu(1984) and Eze (2000) have sought other fairer ways of evaluating teachers effectiveness. Students, administrators, Peers and the

teachers self-evaluation have been used to evaluate teachers effectiveness. Students competence in the evaluation of the effectiveness of their teachers has been of great concern to researchers in education. However, studies have shown that students ratings are valuable indicators of teachers effectiveness (Barnett, Mattews & Jackson, 2003; Imhanlahini & Aguele, 2006; Pozo-Munoz, Rebolloso &Fernadez-Ramtez, 2000). Despite the fact that there is research reports in support of students rating of their teachers effectiveness, Nuhfer (2004) and Pozo-Munoz, Rebolloso-Paceco and Fernadez-Ramierz (2000) warned that students rating should be one of comprehensive evaluation systems and should never be the only measure of teachers effectiveness. The school administrators evaluation has also been used to evaluate teachers effectiveness. The accuracy of school administrators evaluation of teachers effectiveness has also been studied, Jacob and Lefgren (2006) found a positive correlation between a principals assessment of how effective a teacher is at raising students achievement and that teachers success. The above study suggests that administrators rating may also be one of comprehensive evaluation systems to measure teachers effectiveness in secondary schools. The literatures reviewed indicate that effective teachers positively influence the academic achievement of their students. However, students related factors were also found to have influence either positively or negatively on students academic performance.