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EFFECT OF
CLASS SIZE ON STUDENTS’ ACADEMIC PERFORMANCE IN SOCIAL STUDIES
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:
i. To investigate if there is any
significant relationship between class size and students’ academic performance.
ii. To determine the effect of large
class size on male students academic achievement.
iii. 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.
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