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CLASS SIZE AND TEACHER’S EFFECTIVENESS IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The increase in population in a school affects the class sizes, the performances of students become an issue. Although most people would agree that having a few students to teacher ratio would benefit the student academically, many also argue that it does not guarantee success and would cost school a great deal or more money. Prior to reviewing the research, a clarification of terms associated with the research context is necessary. Student achievement applies to making sure all students have the necessary skills and knowledge to function in school so that they may also succeed as adults (National Education Association, 2002). But others see a much broader, richer picture and the state standards as something to be met on the way to the broader picture.

The three areas that fit into the broader picture are academics, essential life skills and responsibility to the community. Definitions vary across the research spectrum, but for the purpose of this study, small class size will be defined as classes with approximately 15 students, while regular class will be defined as classrooms with approximately 24 or more students (Harris and Plank, 2000)., the term average class size is a calculation of the total number of students in a grade level divided by the number of classroom sections in that school or school district.

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, quality of teaching and instruction delivery. Overcrowded classrooms have increased the possibilities for mass failure and make students lose interest in school. This is because large class size does not allow individual students 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, teachers’ quality, curriculum and teaching philosophies (Driscoill, Halcoussis and Sony, 2003). The idea that school population and class size might affect students’ performance is consistent with the growing literature on the relationship between public sector institutional arrangement and outcomes (Moe, 2003). The purpose of this study is to further examine the relationship of class size, school population and students’ academic achievement.

The student achievement guarantee in education defines class size reduction as “reduce to class 15” class size reduction can be defined as reducing the number of students in a classroom. Classroom averages, as defined above, can be reduced by introducing more teachers. If a school has 120 students in first grade with five classroom teachers, the average class size will be 24 students per class. That number will be reduced if another teacher is utilized in that grade level. 120 students divided by six classroom teachers will result in an average class size of 20 students per class. Minorities are defined as students who are indicated as an ethnic status of Afro-American, Asian American, Native American or Hispanic American and are citizens of the United States who have permanent immigrant or refugee status (University of Wisdom, Modison, 2009). The term minority is a relative term at this point in time. Minorities were often considered so because a majority of the population in the United State was Caucasians. However, there are many cities, even states, where Caucasians are not the majority.

The premise that reducing class size can lead to improved teaching and learning is one that most teachers and parents would readily endorse (Kennedy, 2003). Given a choice between a classroom with 20 students and one with 30 students, who would want to argue that the larger class would be a better learning environment for each student in that class. The major problems schools are running into is that the funding for these small class sizes is not available, or is decreasing. Many states and school districts dealing increasingly with shortfalls in revenue are smaller classes.

Advocates of small classes believe that small class size allows teachers to give more individualized attention to students, manage their classrooms more effectively and provide more effective instruction that leads to better students’ performance. In a smaller classroom, a teacher has more time to get to know each student's personality and academic strengths and weaknesses, students receive more attention and are less likely to become discipline problems with less time spent on classroom management; teachers can focus more on classroom instruction and students' learning. Patricia A Wesley of the college of education at the University of Washington writes “my teaching and research experiences have convinced me that both small classes and small schools are crucial to a teacher’s ability to succeed with students” (Wasley,2002). 

Some people are not convinced, however, that reducing class size ensures an academic advantage. Kirk A Johnson is a senior policy analyst in the center for data analysis, heritage foundation and asks the question, “are class size reduction programs uniformly positive or does a downside exist to hiring and placing more teachers in its public schools?” (Johnson, 2002). Because of state mandates in classroom reductions, schools are required to hire more inexperienced teachers and are suffering from a lack of qualified teachers to fill the classroom (Johnson, 2002). Others argue that there is no substantive proof that class size makes a difference in students’ performance and there may be other influences affecting students’ performance. Evidence linking smaller classes to improved performance is inconclusive for instance; difference studies have varied in their definition of small class size.

According to Erik Haunshek (2003) of the Hoover institution, only 15 percent of the studies found that reducing class size has a statistically significant positive effect on performance. Moreover, almost as many studies (13 percent) found that reducing class size has a statistically negative effect on students’ performance. The remaining 72 percent indicate that reducing class size has no statistically significant effect on nonperformance. The results were similar in the 136 studies of elementary school class size. Only 13 percent of them found that reducing class size increases students’ performance, and 20 percent indicate that a reduction harms performance.

Thus, in the words of Hanuyshek “there is little reason to believe that smaller class sizes systematically yield higher student achievement” (Barcia, and Fredua-Kwarteng, 2008). Evidence linking smaller classes to improved performance is therefore inconclusive. This study therefore looks at how class size affects effective teaching and learning of economics in senior secondary schools of some selected secondary schools in Karu Local Government Area of Nasarawa State.

1.2 STATEMENT OF THE PROBLEM

Over the years, there has been an astronomical increase in student enrolment in most of our public secondary schools in Nigeria without a corresponding increase in the numbers of teachers to match with student enrolment. The National Policy on Education (2004) stipulated that class size in secondary schools should have ratio 1:40 (teacher-student ratio). Regrettably, the classes are so large that teachers can hardly recognize their students by names and sometimes by their faces. What is obtained on the average in most of our public schools is either 1:80, 1: 100 or 1: 120 (teachers-student ratio) (Osim 2009). This calls for proper investigation on the influence of large class size on the academic performance of students. Although several scholars have proposed various factors for poor academic performance of students, few researches have been dedicated to the correlation between class size and students’ academic performance or achievements. This study focuses on class size and effective teaching and learning of economics in senior secondary school in Karu Local Government Area of Nasarawa State.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine class size and teachers effectiveness in secondary schools. Specific objectives include;

1. To investigate the relationship between class size and teacher effectiveness in secondary schools.

2. To explore the challenges faced by teachers in managing large class sizes and their impact on teacher effectiveness.

3. To examine potential strategies for improving teacher effectiveness in the context of varying class sizes.

1.4 RESEARCH QUESTIONS

1. How does class size impact teacher effectiveness in secondary schools?

2. What specific challenges do teachers encounter when faced with large class sizes, and how do these challenges affect their effectiveness?

3. What strategies can be implemented to enhance teacher effectiveness, considering the constraints imposed by varying class sizes?

1.5 RESEARCH HYPOTHESES

 H₁: There is a significant correlation between class size and teacher effectiveness in secondary schools, with smaller class sizes positively associated with higher levels of teacher effectiveness.

H₂: Teachers face increased difficulties in managing large class sizes, leading to a decrease in their overall effectiveness in delivering instruction and facilitating student learning.

H₃: Implementing targeted support mechanisms and instructional strategies tailored to the specific needs of different class sizes can enhance teacher effectiveness and mitigate the negative impact of larger class sizes on educational outcomes.

1.6 SIGNIFICANCE OF THE STUDY

This study has the potential to guide the policy maker about the present scenario of the education system. This may improve the situation through adopting a better policy about teachers. The study is also likely to guide for developing the education standard for students and teacher ratio. This study will also be important such that the findings made will help teachers to identify the reasons for the academic performances of students in large classes with high population and how they can address the problems. It will provide comprehensive information for educational planners, educators, and parents on how they can assist students to cope in large classes, and class size in effective teaching.

This research work may lead to further in-depth study on the impact of class size and school population on the effective teaching and learning of students in other subjects. It may also serve as a contribution to knowledge in the subject area. In this regard, it will be useful for other researchers who might want to carry out research in related areas.

1.7 SCOPE OF THE STUDY

The scope of this study involves examining the relationship between class size and teacher effectiveness within secondary schools in Karu LGA, Nasarawa. It will involve quantitative analysis of data collected from various schools, focusing on factors such as student-teacher ratios, classroom dynamics, and academic achievement. Additionally, qualitative insights may be gathered through interviews or surveys to understand teachers' perspectives on class size and its influence on their instructional practices. This study aims to provide valuable insights into the local educational landscape and contribute to evidence-based policymaking in the region.

1.8 LIMITATIONS OF THE STUDY

The limitations of this study includes potential challenges in generalizing findings beyond Karu LGA, Nasarawa, due to the specific context of the study area. Additionally, limitations may arise from the reliance on self-reported data, which could introduce response biases. Other constraints might involve logistical issues, such as access to certain schools or obtaining accurate records. Furthermore, the study's scope may limit the depth of analysis on certain factors influencing teacher effectiveness. Finally, the dynamic nature of educational environments could pose challenges in capturing all relevant variables comprehensively. These limitations should be considered when interpreting the study's results and implications.

1.9 DEFINITION OF TERMS

1. Class size: The number of students enrolled in a particular class or educational setting, often considered as a factor influencing teacher-student interaction and instructional effectiveness.

2. Teacher effectiveness: The ability of an educator to positively impact student learning outcomes, typically measured by various indicators such as student achievement, engagement, and classroom management skills.

3. Secondary schools: Educational institutions providing instruction to students typically between the ages of 12 and 18, encompassing grades or levels beyond primary or elementary education and preceding higher education.

4. Educational outcomes: The results or achievements attained by students as a result of their educational experiences, including academic performance, cognitive skills, and socio-emotional development.

5. Policy decisions: Courses of action or directives formulated by educational authorities or governing bodies to guide practices, resource allocation, and reforms within the education system, often informed by research findings and societal needs.

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