This study on the influence of class size on the teaching of Economics was carried out in public secondary schools in Mkpat Enin Local Government Area. The population comprised all the 288 teachers in the 14 public secondary schools. However, 42 teachers who taught Economics were used as a sample for the study. Three research questions which sought to find out how overpopulated, optimal and under-populated class sizes influenced teaching were raised. Data were received through a questionnaire and analyzed using a simple percentage. It was found out that teaching was more effective in optimal and under-populated classes than in overpopulated ones. The study recommended that the government should train and employ more teachers to cope with the increase in school enrolment.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The factors that affect the performance of a teacher are many. They are broadly divided into two namely, nature and the environment (Hilgard, 2004). The natural factors are those qualities the teacher possesses that impact on teaching. The environment factors include those things outside the teacher that affect his performance. One of the environmental factors is class size. According to Nwideeduh (2003), the class size is one of the components of the school environment that determines the effectiveness of a teacher.
Class-size is an educational tool that can be used to describe the average number of students per class in a school. It is also the number of students per teacher in a class. It is a tool that can be used to measure the performance of the teacher in a given subject. It is simply referred to as the teacher-student ratio (Twan, 2002).
According to UNICEF, the recommended class size is 1:35. However in Nigeria, the National Policy in Education recommends a class size of 1:40 in upper secondary schools (Federal Republic of Nigeria, 2004). Based on the above, class size can be classified as over-populated, optimal or
under-populated. In Nigeria
Several studies have revealed the effect of class size on teaching. Dallas (2005) argued that large class size place heavier burden on the teacher and makes him ineffective. Accordingly, many researchers have recommended class size that is low in order to enhance the teacher’s performance. This was why this study was carried out to examine the influence of class size on the teaching of Economics in Mkpat Enin Local Government Area.
1.2 Statement of the Problem
The conditions of classrooms at the secondary level of education in our country leave much to be desired. Some of the classrooms are just covered with corrugated iron sheets without ceilings to check heat transmission during the day. Others just have roofs on them, while the windows are open exposing students to debilitating state during adverse weather conditions. Across the country the picture is the same (Adeyemi, 2008).
Apart from the poor physical outlook of the classes, secondary schools in Nigeria have to grapple with overpopulated classes. Contrary to the National Policy on Education, which prescribes a class-size of 40 and UNESCO’s prescription of 35 in secondary schools, the classes in Nigeria range from 100 to 120 in a 12’ by 12’ classroom (Joshua, 2009).
As observed by Commeyras (2003) and Adeyemi (2008), effective teaching looks impracticable in classes with about 50 to 100 students. The result could be poor class control, poor attention by students, lack of individualized attention and poor quality of the students produced. As observed by Kontz (2006), where the teacher is exposed to large classes, students’ evaluation becomes difficult as the teacher is exposed to over work. The question that bothered this study was: does the size of the class influence the teaching of Economics in Mkpat Enin Local Government Area?
1.3 Purpose of the Study
The main purpose of this study was to examine the influence of class-size on the teaching of Economics. The specific purposes included
a) To determine the influence of overpopulated class-size on teaching Economics in secondary schools.
b) To asses the influence of optimal class-size on the teaching of Economics in Secondary schools.
c) To examine how under-populated class-size influence the teaching of Economics in secondary schools.
1.4 Research Questions
a) Does over-populated class size influence the teaching of Economics in secondary schools?
b) Does the optimal class-size influence the teaching of Economics in secondary schools?
c) Does the under-populated class-size influence the teaching of Economics in secondary schools?
1.5 Significance of the Study
This study sought to find out the influence of class-size on the teaching of Economics. The study will be useful mostly to policy makers in the educational sector as well as Government. Educational planners will find the study useful in designing school facilities such as classroom in a way that will be conducive to learning. The Government will also find this study a useful guide in deciding on the spread of infrastructures such as the number of classrooms that will be adequate for the available and anticipated school enrolment. The study will also be useful to school principals in deciding on the number of students to be admitted into each class in any given session.
1.6 Limitations on the Study
This study focused on the influence of class-size on the teaching of Economics in secondary schools in Mkpat Enin Local Government Area. It concentrated on variables such as the overpopulated, optimal and under-populated class size on the students’ evaluation as well as on individualized instruction.
One of the problems that faced this study was lack of finance to carry out the investigation in all secondary schools in the study area. This was why few schools were selected from the study area. Also, the students were not very co-operative in responding to the questionnaire. This delayed the completion of this study. The problem was however solved with the assistance of the class teachers.
1.7 Definition of Terms
(a) Individualized Instruction: This is a process which allows the teacher to attend to the learner’s needs on a one-on-one basis.
(b) Teaching: This is the process of imparting skills, attitudes, and values to an individual within a given curriculum.
(c) Class-size: This is defined as the average number of learners that a teacher is exposed to teach during any given lesson. It is therefore measured as the teacher/students ratio.
(d) Academic Performance: This is measured as the extent to which the students can exhibit the characteristics expected of the learners in that curriculum.
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