CLASS SIZE AND TEACHERS’ INTEREST IN TEACHING SOCIAL STUDIES IN PRIMARY SCHOOLS

 CLASS SIZE AND TEACHERS’ INTEREST IN TEACHING SOCIAL STUDIES IN PRIMARY SCHOOLS 

Abstract

The study was conducted to investigate “class size and teachers interest in teaching social studies in primary schools in Essien Udim Local Government Area” the population of the study comprised of hundred (100) Social Studies teachers randomly selected from five (5) public primary schools out of ten (10) primary schools in the study area. Three research questions were formulated to guide the study. A survey design was employed in the study. Class size and teachers interest in teaching social studies questionnaire was the major instrument used for data collection in the study. The data generated were analyzed using simple percentage statistics. Result obtain shows that: class has a significant influence on teachers in teaching social studies in primary schools; based on the findings of the study, the following recommendations were made; government should make available enough facilities in order to have a spacious and minimal class size, professional teachers should be employed into the system.

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Knowledge, skills, and values which are seen by society as a necessary instrument for nation building are impacted upon the pupils by the teachers in the process of education. In the educational community, there are a lot of factors that make the environment fit for effective teaching-learning activities in other to achieve the expected goals.

These factors may include school environment, class size, and method of teaching, teacher’s effectiveness, and others.

Researchers have confirmed that class size reduction does provide the environment in which teachers can teach effectively. The research on student outcome and teachers behaviour conducted by Nina (2007) shows that in smaller class size teacher interact with individual students more frequency and use a greater variety of instructional strategies. They can create more opportunities for higher-order co-construction of meaning by students. They also may spend out of classroom work time on more creative planning and less on routine making and they may interact more frequently with other teachers and adult in support of classroom teaching.

Nina (2008) noted that students’ behaviour tends to support the teacher’s belief that they can more competently and effectively in smaller classes. In smaller classes students learn more academically and socially, they are more engaged and less disruptive.

The classroom can be set up in a way that hindered creativity or promotes a positive learning environment.

The way in which a teacher organize their class or how they control it will yield positive or negative consequences for their students.

If a teacher is negative because of his impression on the classroom size, there will be a direct negative impact on the pupil within the classroom. Similarly, if a teacher is positive because of his impression on the classroom size, there will be a direct positive impact on the pupil within the classroom.

Classroom congestion is a problem that affects the academic performance of students and the effectiveness of the teachers. It is in this vein that Edge (2005) in his study identified the following problems as it is associated with classroom congestion.

(1)    The provision of an opportunity for discussion or for any kind of oral inputs to the written work is difficult.

(2)    The amount of classroom involvement can dissuade even not enthusiastic teachers, if classes are very large. In affirmation, Smith, and Glass (2009) literate that small class size leads to higher pupils achievement, more favourable teachers effects e.g moral, attitude toward pupil.

        Class size is a very important factor that must be looked into by government, school administrators and other educational authorities, this is because the factor (class-size) affects both the inputs system (teachers) and also the output system (academic performance of pupils) hence this study aimed at investigating class size and teachers’ interest in teaching social studies in Essien Udim L. G. A.

1.2   Statement of the Problem

        The National Policy on Education N.P.E. (2004) has stipulated a minimum number of 30 pupils in a class, but in most schools in the state especially in Essien Udim Local Government Area, the number of the pupils have exceeded the average class size to 50. This is because of the free and compulsory education that is going on in the state.

        Government effort in tackling this problem is minimal, this creates a negative impact both to the pupils and the teacher.

The overabundance of the pupil in the classroom of some public primary school in Essien Udim has posted a concern in the mind that the pupils attention toward learning and the teachers behaviour in teaching social studies.

This study is therefore designed to check the effect of class size and teachers interest in teaching social studies in primary schools in Essien Udim Local Government Area.

1.3   Purpose of the Study

The aim of this study is to investigate class size on teachers’ interest in teaching social studies in primary schools in Essien Udim Local Government Area.

Especially, the study aimed at the following:

1.     To examine the influence of large class size on teachers’ interest in teaching social studies in primary schools in Essien Udim Local Government Area.

2.     Assess the influence of small class size on teachers interest in teaching social studies in primary schools in Essien Udim Local Government Area.

3.     Determine the influence of motivation on class size and teachers interest in teaching social studies in primary schools in Essien Udim Local Government Area.

1.4   Significance of the Study

        This study is important for a number of researches both to the teachers and the pupils’ educational attainment in the following ways:

(1)    The study will provide useful information on the class size as it correlates with teachers’ interest and academic achievement.

(2)    This study will be important as it will contribute to decision making towards improving pupils’ academic performance and teachers in teaching social studies in primary schools.

1.5.  Research Questions

Based on the purpose of the study, the following questions were formulated to give direction to the study.

1.     To what extent does large class size influence teachers’ interest in teaching Social Studies in primary schools in Essien Udim Local Government Area?

2.     How does small class size influence teachers’ interest in teaching social studies in primary schools in Essien Udim Local Government Area?

3.    Does class size motivate teachers to teach social studies in primary schools in Essien Udim Local Government Area?

1.6   Limitation of the Study

The study was limited by:

(1)    Lack of funds which could have enabled the researcher to source for more data.

(2)    The time allowed for the study was so limited.

1.7   Delimitation of the Study

The study is delimited to primary school teachers teaching social studies, it is also delimited to Essien Udim Local Government Area.

1.8   Operational Definition of Terms

The term used in this study are defined as follows:

Class-Size: The contextual meaning of class in teacher-student ratio.

Teachers: It refers to one who passes on knowledge to the learners by teaching

Interest: It is the teacher’ attention or concern in lesson delivery

Social Studies: The study of man and his immediate environment.