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Impact of Class-size on Students Academic Performance in Secondary Schools in Pankshin Local Government Area of Plateau State

CHAPTER ONE

INTRODUCTION

• Background to the Study

The Nigerian educational system has continuously experienced an upward trend in school enrolment at all levels since the introduction of the Universal Primary Education (UPE) in the 1970s and the Universal Basic Education (UBE) in 1994. This may have in turn impacted on the class size in terms of the population of the individual classrooms with more enrolment in the urban than in the rural areas. The national policy on education stipulates that the teacher- student’s ratio in the public secondary schools should be 1:40. Wosayanju, (2005) maintained that large class may pose some teaching challenges such as delayed feedback, resulting in inefficiency, poor quality of students, and reduction in teaching with less assignment so as to reduce the burden of marking, all of which may encourage shallow learning. The quality of education depends on the teacher as reflected in the performance of their students. Teachers play crucial role in the educational attainment of students because they are ultimately responsible for translating into actions the principles based on practice during interaction with the students. Teacher variables such as qualification, motivation and experience may be contributing factors to their output.

Class size may be defined as the number of students per teacher in a given class or the population of a class (Ajayi, Audu, and Ajayi, (2017). Mokobia and Okoye (2011) explained that educators universally have identified class size as important and desirable attribute of effective educational system. Consequently, debate has continued in the educational literature stakeholders such as academics, policy makers and parents over the educational consequences of class size. Class size implies rational coordination of educational infrastructures, subject to available number of students in order to attain high level of productivity.

            According to Doyle (2014), in modern day education, the focus is on the needs, interest and comfort of the students. Thus, managing class size allows students to learn effectively without disturbing one another (Garret, 2008). While a number of studies have found support for the importance of class size on student performance, others strongly disprove this claim concluding that class size has little or no impact on objective student outcomes. Copious studies have investigated the influence of class size on student attitudes, behaviors, and outcomes. The devastating issue is that limited number of these studies has focused on elementary school effects of class size on student performance (Altinok and Kingdon, 2012). The orthodox wisdom among parents, teachers, school administrators, and policy makers is that, smaller class size translates to improvements in student learning and outcomes. This orthodox wisdom, however, has not been universally supported by realistic evidence (Aturupane, Glewwe, and Wisniewski, (2013). It has been argued that increasing the intake of senior public secondary school students in a large class has numerous benefits for the schools and the country as a whole. It helps to reduce the cost of building additional classrooms of which few schools as well as the country have the resources to fund additional classrooms and teachers.

In fact, with the exception of few, many studies have reported that under ideal situation, class size in itself appears to be an important determinant for students performance. This varies from country to country. Kidney (2009) asserts that class size is a tool that can be used to measure the performance of the education system. In relation to size, Stepaniuk (2011) reported that the relational utilization of classroom space depends upon class size. This in turn would depend upon the area of the classroom. He argue that there are approved norms of class size, 40 students per class for grades 1-8 and 35 students per class for the senior class, while the standard allocation of class space per pupils is 1.25 square matres. In this regard, Dean (2004) compared class size in some countries and found that Turkey, Norway, and Nether lands had class size of 20 more; the UK, USA, Japan, Canada and Ireland had class size of between 15 and 20 while France, Sweden, Denmark, Austria, Italy, Luxembury and Belgium had size of below 15.

            In Nigeria, however Okoro (2015) reported that the class size in public secondary schools ranges between 35 or 40 students but. He argued that few pupils per class are uneconomical, as they do not make full use of space, teachers and teaching materials. Adeyemi (2012) reported that average class size influences the cost of education while capital cost could be reduced by increasing the average class size in schools. While Nwadiama (2010) argued that the higher the class size, the lower the cost of education. The author contended however, that most classroom are overcrowded spreading resources thinly and thereby affecting the quality of education. Ajayi (2016) supported the view points and argued that in order to control rising capital cost of education, the average class-size could be increased. These points were also supported by Toth and Montagna, (2012) who reposted that the increase in enrollment in many institutions which has become major concerns of students could definitely lead to an increase in class-size.

Commeyras (2010) however, disagreed with these arguments and reported that effective teaching seems impracticable for teacher educators having large class-size of 50, 75, 100 or more. In terms of outcomes, Simkins (2012) reported that output “represents the immediate result of the system’s activities” according to him, the main output in education are expressed in terms of learning, that is, changes in the knowledge, skills and attitudes of individuals as a result of their experience within the educational system”

            Academic performance of students especially at the public secondary schools levels is not only a pointer to the effectiveness or otherwise of schools but a major determinant of the future of youths in particular and the nation in general. Learning outcomes have become a phenomenon of interest to all, and this account for the reason why scholars have been working hard to unravel factors that militate against good academic performance (Aremu & Sokan, 2002). This phenomenon has been variedly referred to in literature as academic performance, or scholastic functioning. Academic performance of learners has attracted attention of scholars, parents, policy makers and planners. In attempt to put sound education on ground worldwide, many factors have been incriminated as being responsible for falling standard of education where it is perceived and established. Among such factors is the issue of “class size” 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 public secondary level of education in Nigeria, however, others see this as mere coincidence seeing other factors as being responsible

            Class size is an importance factors with respect to academic performance of students. There is a consensus among researchers and educational scholars that, students performance decreases as the class size increase. The effect of class size on cognitive performance has been debated and researched for many years, this has been inclusive. Class size refers to educational tools that can be used to described the average number of students per class in a school. In emphasizing the importance of class size to the learning teaching process, All Nigerian conference of principals of public secondary schools (ANCOPSS) recommended a maximum of forty students per class for efficient and effective teaching.

• Statement of the Problem

It has been observed that public secondary schools appear to be populated while class room seem to be over-congested. Fabuni, Braiabu and Adeniyi (2007) pointed out that classroom congestion and low utilization rate of classrooms are common features of public secondary schools in Nigeria. They have negative impact on both public secondary school teacher productivity, students learning input and thus public secondary school students academic performance. In particular, poor scholastic performance can influence the reputation of a school because the academic success is associated with the quality of the school. The learning rate of failure in our public secondary schools is highly embarrassing.

Large class size may generate a lot of controversy due to the difficulty of teachers to work with large class size. These controversies may serve as thorns that crumble the performance of students public secondary school level. Some of these problems may be; teachers may find it difficult to use varied teaching methodology in teaching, students may find it difficult to concentrate in the class, teachers may find it difficult to control the students in class and there may be insufficient teaching and learning resources. Hence the quality of teaching, assessment of students and quality of learning may be affected. Overpopulated classrooms lead to over stretching of available school facilities and overcrowded examination halls which pave way for students to indulge in examination malpractice.

• Purpose of the Study

The aim of the research project is to determine the impact of class- size on students’ academic performance of secondary schools in Pankshin local Government Area of Plateau State. The specific objectives of the research are to:

1. Find out the extent to which large class size affect the quality instruction in public secondary school
2. To determine the extent large class size affect the quality of test/assessment in public secondary schools in Pankshin Local Government Area of Plateau state
3. Find out the implications of large class size on instructional facilities in public secondary schools
4. Find out the effects of class-size class control in public secondary school
   • Research Questions

The researcher wishes to advance the following questions

1. To what extent large class size affect the quality instruction in public secondary school?
2. To what extent large class size affect the quality of test/assessment in public secondary schools in Pankshin Local Government Area of Plateau state?
3. What are the implications of large class size on instructional facilities in public secondary schools?
4. What are the effects of class-size class control in public secondary school

• Research Hypothesis

The following hypotheses are tested to guide this study

1. There is no significant difference large class size and the quality instruction in public secondary school?
2. There is no significant difference large class size and the quality of test/assessment in public secondary schools in Pankshin Local Government Area of Plateau state
   • Significant of the Study

This study will be highly beneficial to the students and teachers as it will enlighten them of the effects of large class size and the deference:

The student and the teachers this will enlighten them of the effect of large class-size and the dividends of average class-size on their performance

The school administration will help them to develop appropriate strategies in solving the classroom overcrowding in the school and as well enhance the students’ academic performance

Government at all level such as ministries, commissions, agencies and departments responsible for rational decisions as regard issues of class-size as it affects students’ academic performance

• Delimitation of the Study

This study covered the impact of class size academic performance of public secondary school students in Pankshin Local Government Area. The study delimit it scope to some selected public secondary schools in Pankshin Local Government Area