ABSTRACT
The study set out to examine the effect of students’ abilities, class
size and academic achievement in government in Badagry Local Government Area of
Lagos State. In order to carry out the study, three hypotheses were formulated
and data collected through a self-designed questionnaire and Government
Achievement Test. The sample used for the study consisted of 200 students and
20 teachers selected from the senior secondary schools in Badagry Local
Government Area of Lagos State. The data collected were analyzed using
chi-square and t-test analysis. The study revealed that there is a significant
relationship between teachers poor attendance to classes and students’ academic
achievements (X2cal > X2tab, P < 0.05, df = 9).
The study also revealed that there is significant relationship between
students’ inability to ask questions for clarification in a large Government
classes and their academic performance
in Government (X2cal > X2tab, P < 0.05, df = 6).
The study also revealed that there is a significant relationship between
inadequate conduct of tests and assignments by the teachers and the students’ academic achievement in Government
(X2cal > X2tab, P < 0.05, df =
3). The result obtained revealed
that students’ abilities, class – size are ttthe major causes of low academic
performance in government (t-testcal > t-testcal, P
< 0.05, df = 198).
Based on the findings, it was recommended among other things that the
number of students’ in a class should not exceed 30, so that there would be
adequate monitoring of the students.
Keywords: Abilities,
Class Size, Academic Achievements and student.
TABLE OF CONTENTS
CHAPTER ONE – INTRODUCTION
1.1 Background
to the Study
1.2 Statement
of the Problem
1.3 Purpose
of the Study
1.4 Significant
of the Study
1.5 Research
Questions
1.6 Research
Hypothesis
1.7 Scope
of the Study
1.8 Limitation
of the Study
1.9 Operational
Definition of Terms
CHAPTER ONE - REVIEW OF RELATED
LITERATURE
2.1 Definition
of Government
2.2 Review
of Government
2.3 The
influence of Educational Policy on Class Size
2.4 The
Importance of Education
2.5 Factors
Determining the Growth of School Enrolment
2.6 Views
of Individual on Class Size and Academic Achievement
2.7 Impact
of Teaching Effectiveness on Academic Achievement of Students
2.8 The
Effects of Class Size on Academic Achievement of Students
CHAPTER THREE - RESEARCH METHODS
3.1 Research
Design
3.2 Population
of the Study
3.3 Sample
and Sampling Techniques
3.4 Instrument
3.5 Validity
of the Instrument
3.6 Reliability
of the Instrument
3.7 Data
Collection Procedure
3.8 Method
of Data Analysis
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
4.1 Analysis and Interpretation of
Research Questions (Students' Questionnaire)
4.2 Analysis and Interpretation of
Research Questions (Teachers' Questionnaire)
4.3 Analysis and Interpretation of
Hypotheses
4.4 Analysis and Interpretation of
Students' Score
CHAPTER FIVE:
SUMMARY, CONCLUSION, RECOMMENDATIONS AND SUGGESTIONS FOR
FURTHER STUDIES
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Suggestions
for Further Studies
References
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V
Appendix VI
Questionnaires
CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study
It is generally believed that students'
ability towards a subject is a key factor that determines the academic
achievement of such students in that particular subject. In other words high
ability level towards a subject, result to good academic achievement in that
subject. While low ability level towards a subject and government in
particular, result to bad achievement in government. Also, the size of a class
is an important factor that determines the level of academic achievement of
students in government class. In recent times, the size of a class has
tremendously increased from the conventional 35-40 to about 90-100. This of
course is not a welcome development, because it has reduced the level of
academic turnout which has an adverse be referred to as an educational tool
that can be used to describe the average number of students per class in a
school. Hoffman (2008) describes it as the number of students per teacher in a
class.
Kedney (2009) stated that it is a
tool that can be used to measure the performance of the education system. In
relation to size, Dean (2004) compared class size in some countries and found
that Turkey, Norway and Netherlands had class-sizes of 20 or more: the UK, USA,
Japan, Canada and Ireland had class- sizes of between 15and 20, while France, Sweden,
Denmark, Australia, Italy and Belgium had class- sizes of below 15. Nwadiari
(2000) argued that the higher the class -sizes, the lower the cost of
education. He contended however, that most classrooms are overcrowded spreading
resources thinly and thereby affecting the quality of education. Commeyras (2003)
however, reported that effective teaching seems impracticable for teacher
having large class- sizes of 75,100 or more. In terms of outcomes of
performance, schuitz (2003) classified the outcome of education into two categories
from the economic point of view. There are consumption and investment. Conh (2005)
referred to the consumption aspect as that related to benefits derived by
students. He regarded the investment component as including a variety of out
puts related to the enhancement of an individuals or society productive skills.
Thus, Blaug (2003) argued that the earning of those who benefited from it.
There is a tremendous increase in the average size of class these days in
Nigeria from what it used to be according to Okoro (2005) 35-40 students to
90-100 and more. Ezewu and Okeye (1982), this increase however as a result of
the population of education through the Universal Basic Education (UBE) 1999.
There is open enrolment in schools
without a corresponding provision of adequate infrastructure. Teachers are in
short supply, classrooms are not enough funds to manage the greatly expanded
school which collapse after a short while. Every Nigerian child is entitled to
education indeed it is describe that every Nigeria child should be educated;
otherwise he becomes a weak link in another wise scrunching. To this end, it is
very necessary for the teachers to know their students personally. This is
almost impossible because of the present stage which a single teacher handles
nearly 90-100 students in a class. The student is denied such that the teacher
can cooperate with students to harness his or her interest, ambition and
aptitudes into the proper course that would lead to the most suitable career.
Given such situation, the best the
teacher could do is to stand in front of the class and deliver lectures about
individual differences are thrown away. They give up in the face of such
obstacle. Little or no attention is paid to student -teacher or student
-student interaction. This increase poor academic performance in test and
examination. However, students’ abilities in a lower class can be hindered by
the size of the classroom due to the above discussed issue, there is need
therefore to carry out a search on the effect of students’ abilities,
class-size and academic achievement in government.
1.2 Statement
of the Problem
This study specially investigated the
understated problems. Overcrowding of classroom which hinders teacher's
movement around the classroom as such reducing room for individual attention to
students. Inaccurate continuous assessment records due to large class- size
which could lower academic achievement of students in government class.
Inadequate weekly test and assignment conduction due to marking loads involved,
which could also affect the academic achievement of students in government
class. Noisy classroom as a result of over-population which discourage teachers
and students alike from attending classes because of high rate of undisciplined
evident in a large class-size.
1.3 Purpose
of the Study
The purposes of the study are as
follow:
1. To investigate, if not being able to
ask question for clarification in a crowded classroom could affect academic
achievement.
2. To analyses the effects of teachers
inaccessibility to students for attention and assistance on their academic
achievement.
3. To examine how inaccurate continuous
assessment records could affect students’ academic achievement.
4. To find out if teaching a large class
could make a teacher develop carefree attitude on the job.
1.4 Significant
of the Study
The findings will help the government
and other researcher to understand the causes of low academic achievement in an
overcrowded government classroom, and its effects on students' abilities. It
will also help the government to take appropriate measure in solving the
problem of low academic achievement of students in government.
1.5 Research
Questions
Specifically, this study answers the
following questions.
1.
What
does poor attendance to class by teachers and students as a result of large
class-size have on students' abilities which in turn have effect on student's
academic achievement?
2.
What
way does inability to ask questions in a large class-size for clarification
affect the students' abilities which in turn have effect on academic of such
students in government?
3.
What
are the implication of inadequate conduct of test and assignment on students'
abilities which in turn have effect on students' academic achievement in government.
1.6 Research
Hypotheses
The following hypotheses were tested.
Ho1
: There is no significant relationship between
teachers' poor attendance to class and students; academic achievement in government.
Ho2: There
is no significant relationship between students' inability to ask for
clarification in a large class-size and their academic achievement in government.
H03: There
is no significant relationship between inadequate conduct of test and
assignment by teachers and students' academic achievement in government.
1.7 Scope
of the Study
The scope of this study covers ten
secondary schools in Badagry Local Government Area of Lagos State owned and
financed by Lagos State government.
1.8 Limitation
of the Study
This study was limited by area of
coverage or population sample, time factor and easy accessibility of
information from the respondents.
1.9 Operational
Definitions of Terms
Students: by students in this study, we refer
to all school pupils in Ojo Local Government Area of Lagos State.
Teachers: all government teachers in Senior
Secondary Schools in Ojo Local Government Area of Lagos State.
Class: A four wall building that houses
students and teachers for teaching and learning process.
Large Class Size: classes that have students ranging
from 70 - 100 per class.
Academic achievement: The level of
useful turnout and their impact in the society at large
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