ABSTRACT
This study examined the impact of class size,
teachers experience on business education students academic performance using
simple random sampling technique. Questionnaires were administered to 200
business education students selected from five senior secondary schools in
Lagos State. Combinations of parametric and non-parametric statistics were used
for the test of the research questions and hypotheses. The study concludes that
class size, teachers experiences are significant factors affecting students’
academic performance. Therefore, the study recommended that there is need for government to build more on teachers'
educational qualification and mastery of the subjects they are teaching, with
teachers’ training programmes, teachers need to be equipped with the teaching
strategies in order to effectively teach both small and larger classes. Moreso,
teachers should not only know about the teaching strategies, but they should
also be acquainted with putting them into practice in smaller or larger
classes.
TABLE OF CONTENTS
TITLE PAGES
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of Contents vi
CHAPTER ONE: INTRODUCTION
1.1 Background of the study ? 1
1.2. Statement of the problem 5
1.3 Purpose
of Study 6
1.4 Research Questions 7
1.5 Research
Hypotheses 7
1.6 Significant
of the Study 8
1.7 Scope
of the Study 8
1.8 Plan
of the Study 9
1.9 Operational
Definition of Term 9
CHAPTER TWO: LITERATURE REVIEW
2.0. Introduction 11
2.1 Class Size 11
2.2. Class Factors and teaching-Leaning Activities 14
2.3. Research on Class Size, Teacher
Behaviour/Performance and Student 18
Academic Performance.
2.4 Teachers’
Effectiveness, Experience and Student Academic Performance 23
2.5. Teachers’
Content Knowledge and Students’ Academic Performance 29
2.6.
Appraisal of the Literature Review 30
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 32
3.2 Research Design 32
3.3. Population of the Study 33
3.4. Samples and Sampling Techniques 34
3.5 Research Instrument 34
3.6 Validity of the Instrument 35
3.7 Reliability of the Instrument 36
3.8 Administration of Instrument 36
3.9 Procedure for Data Collection 36
3.10 Procedure for Data Analysis 38
CHAPTER FOUR:DATA PRESENTATION, ANALYSIS AND
INTERPRETATION
4.1 Introduction 39
4.2 Demographic Information of the Respondents 42
4.3 Analyzing
Section B of the Questionnaire 42
4.4 Analysis
of the academic Performance of Student in Moderate Classes 50
4.5 Discussion
of Findings 51
4.6 Discussion of Finding 55
CHAPTER FIVE:
SUMMARY OF MAJOR FINDING, CONCLUSION AND
RECOMMENDATION
5.0. Introduction 57
5.1. Summary of Major Findings 57
5.2. Conclusion 61
5.3. Recommendations 62
References 65
Appendix 68
CHAPTER
ONE
INTRODUCTION
1.1.
Background of the study
In most third world
countries, enrolment exceeds provision for both primary and secondary education
in terms of adequate furnished classrooms, educational resources and laboratory
adequacies, thus leading to perennial problem of classroom congestion (Kiger,
2002). The poverty level and low classroom utilization rates in these countries
worsen the situation. Nigeria is a third world country where the situation is
not different and primary education in the country is poorly funded, hence most
of the primary schools experience classroom congestion, low
students-classroom-space and low classroom utilization rates (Martins et al, 2007).
These situations may likely affect both primary and secondary school students’
academic performance adversely. The large number of students passing through
the primary school system in Lagos state and in other states in Nigeria is a
serious problem, particularly with the state government’s inability to provide
adequate furnished classrooms for effective learning and teaching. The National policy on Education prescribed a
maximum of 30 students in a class (TTC, 2004), but practical experience has
shown that in most schools in Lagos state, average class size exceeds 50. The
situation has negative impact on the average classroom space per student.
Also, it is
imperative to note that every educational system at every level depends heavily
on teachers for the execution of its programmes. Teachers are highly essential
for successful operation of the educational system and important tools for the
educational development. Without teachers, educational facilities cannot be
expanded. Undoubtedly, the success and quality of any educational system
depends on the quantity and quality of teachers’ input into the system. Thus,
teacher quality is an important concern of parents and policymakers, requiring
a qualified teacher in every classroom. In terms of class size, previous
researches discovered that, there are many factors which affect the teaching
process (Goldhaber, and Brewer, 2007; Harnisch, 2007; Igersoll, 2006). Among these, class size is considered
one of the most important factors. The related literature clearly indicates
that the class size and the effects associated with class size should be
seriously taken into consideration by educators. In his overview of studies
about class size, Yara, (2010) stated that research on class size generally examined the relationships
with class size and children’s achievement, children’s motivation, teacher
satisfaction, teacher stress, and the organization. For over four decades,
series of studies have suggested the importance of school as social environment
of learning. Some of these studies examined location planning and their
attendant consequences on achievement of students in various states of the
Federation (Nye et al, 2001). The studies were intended to assist education authorities
of various states to decide where a particular type of school should be
located; the size of a school in each location; whether a new school should be
built or otherwise among others for effective teaching and learning (Kiger,
2002)
Business studies, without any doubt remains one of the
most serviceable subject to all disciplines and fields of human work and it has
become an indispensable tool in the study of humanities, sciences and
technology and has entered into the many areas of human activities. Every
individual needs some measure of business mathematics for his or her day to day
activities. Usefulness of business studies in human activities cannot be
underestimated because it is the foundation of business knowledge and business
survival. This observation points to the fact that business mathematics and
business studies is not only universally useful and utilitarian in nature; it
is also regarded as the key to the solution of human problems (Iyekekpolor,
2007). The Federal Government of Nigeria has for long been aware of the pivotal
position of business mathematics to individual fulfillments and national
developmental goals with particular reference to scientific and technological
emancipation and breakthrough. This understanding has consequently led
educational policy makers to position business studies as a compulsory and one
of the core subjects in primary levels of education (FRN, 2004). It is also a
requirement for pupils to proceed from upper basic to senior secondary level. Despite
the high position offered to business studies in Nigerian education system it
is highly disheartening that approaches and strategies for teaching and
learning of this subject at both primary and secondary levels are not probably
being put to use effectively that could promote learners’ activity and provide
learners’ guided practice enabling them to retain concepts taught and solve
problems. Generally students fear and hate and/or dislike business studies
because they see it as abstract. This has resulted to their lack of interest
and low retention rate which leads to poor performance in business studies and
even in mathematics examinations, both internally and externally (Obodo, 2004).
Reporting to the National Council on Education (NCE)
on students’ performance in the May/June senior secondary school certificate
Examinations (SSCE), the West African Examinations Council (WAEC, 2006),
expressed worries over the low achievement due to poor retention rate and
interest in mathematics by Nigerian candidates which culminate to their low
performance in business studies because of the element of business mathematics
in business studies. Kurumeh (2007) maintained that the inappropriate,
inadequate, elitist and euro-centric teaching techniques and methods used by
business studies and mathematics teachers is instrumental to learners inability
to understand and retain the basic business studies and mathematical
principles, computations or logical facts involved. And the underlying process
that gave rise to the business facts resulted to learning by rote memorization,
which led to poor retention, low performance and lack/loss of interest in
business mathematics. According to Child cited by Iji (2010), man is endowed
with limited capacity for memorization. Thus the ability to memorize difficult
subjects by rote learning calls for exercising the minds and the muscles of the
mind and brain. However, business studies is not a subject that can be learnt
by rote memorization but for one to remember and recall information demand
passing through one’s experience. This goes to mean that the task before a
teacher is how to help learners improve on their ability to assimilate
information towards effective recalling/retrieving when the need arises.
Resourcefulness in business studies teaching demands that the business studies
teacher should focus attention on methods of teaching that stimulates learner’s
zeal, interest and higher retention rate, taking into cognizance of individual
differences of learners.
This then suggest that business studies educators
should be able to develop new teaching techniques/methods to take care of the
individual abilities of learners in the class room. Mari (2002) maintained that
teaching strategies is a variable that can easily be manipulated by teachers to
increase students’ retention rate and performance as well as reduce or
eliminate sex-related differences in science and business studies performance.
Thus, this study examines the effects of class size, teaching on business
studies academic achievement in Junior Secondary students in Lagos state.
1.2. Statement of the Problem
The poor funding of
education in most third world countries does not enable the school system to
have manageable class sizes, adequate student classroom space and appropriate
class utilization rates, experienced and quality teachers. In spite of the fact
that these factors determine the productivity of teachers and students academic
performance, very few concentration has been devoted to the improvement of
these important factors that can determine the performance of the students in
schools. Thus, it has resulted to poor retention rate in student especially in
business studies and other core subject. For example, Paden and Dereshiwsky
(2007) and Omenka (2010) as well attributed the low performance and retention
rate of students particularly among sexes to instructional modality adopted by
teachers.
Also, it is of a
fact that a large class size will not promote effective learning-teaching
outcomes as teachers are unable and often unwilling to cater for the large
numbers of students, and students pay little or no attention to the teachers’
information. Therefore, the questions that would come to the mind of any
researcher that come across this study are: will class size and classroom
utilization affect students’ concentration and performance in school? To what extent
can class size determine students’ performance in school? Will teachers’ years
of experience determine students’ performance in school? Thus, this study would
capture the scope of the above questions and other pressing issues and provide
adequate information on how the problems of class size, teaching techniques
could improve students retention and academic performance in business studies.
1.3
Purpose of the Study
1.
The main
purpose of this study is to investigate the impact of class size, teaching on business
studies students’ academic achievement in Junior Secondary schools Yaba Local Government Area of Lagos State.
Other
specific objectives are to:
2.
To examine
academic performance of students in the highly congested classes and the
students in moderate classes;
3.
To investigate
class factors like class size, student – classroom space and classroom
utilization rate taken together in business studies students’ academic performance
in Yaba Local Government Area of Lagos State
4.
To
investigate how class size affect students’ achievement in business studies?
5.
To examine
how teachers’ teaching experience influence the secondary school students’
academic performance?
1.4 Research
Questions
The research will address the under listed questions
1.
Will
academic performance of students in the highly congested classes has any positive impact on students in
moderate classes
2.
Will
class size and classroom utilization affect students performance in schools?
2. To
what extent can class size determine students performance in school?
3. Will
teacher years of experience determine students performance in school.
1.5
Research Hypotheses
The following research hypotheses are tested:
1. There was no significant influence of class
size on academic performance of students
2. Teacher experience does not significantly
impact academic performance of students.
3. Classroom utilization rate does not
significantly impact academic performance of students.
4. Student- classroom space does not
significantly impact academic performance of students.
1.6 Significance of the Study
The study is important because it examined the
predictability of students achievement based on the class size and teachers
experience .The findings will be useful to policy maker’s because they will see
the area where they have to improve upon and direct their policies
It also enables school administrators to
organize and coordinate school activities in such a way that will be located in
a very conducive environment for teaching and effective learning to take place
It will also provide tips for parents and
family members as they search to find better ways to help students improve
their achievement.
Since, Lagos State is the case study adopted
for this study; the study will help Lagos State ministry of Education to
realize the impact of class size and the teachers’ quality on students’
academic performance.
1.7. Scope of the Study
The study is conducted to investigate the impact of class
size, teaching and teachers’ quality on academic achievement of Business
studies students in Lagos state. The study covers Junior Secondary School
students within Yaba Local Government Area of Lagos State. The study covers
variables like class size, teachers’ experience, teaching techniques and their
effects on students’ academic performance in Business studies.
1.8 Plan of the Study
The study is divided into
five chapters. Following chapter one is chapter two which reviews theoretical,
empirical and conceptual literatures on the research topic. Chapter three deals
with the research methodology and method of data analysis while chapter four
deals with data presentation and analysis. Concluding comments is the chapter
five which would reflect the summary of major findings, conclusion and policy
recommendations and suggestion for further studies.
1.9 Operational Definition of Terms
·
Academic performance: it is the change in efficiency of behaviour
or ability to grow for some time and not because of the growth process but the
learning situation.
·
Business study: business study is an academic area of
concentration within business major that is taught at the institution of higher
learning. It helps to train and prepare undergraduate and a graduate for career
in the business world.
·
Content knowledge: it
refers to the body of information that teachers teach and student are expected
to learn in a given subject area or knowledge about the actual subject matter
that teacher must also understand in a subject area.
·
Effective teachers: an effective teacher is the one who quite
consistently achieve goals which either directly or indirectly focus on the
learning of their student. Effective teachers have the knowledge, skill and
commitment that ensure equitable learning opportunities and growth for all
students.
·
Retention rate: a measure of the rate at which students
persist in their/ educational program but an institution, expresses as a
percentage.
·
Rote learning: it is the memorization of information based
on repetition. The two biggest example
of the rote learning are the alphabet and the number
·
Teaching experience: this
has to do with all activities undertaken by the teachers training
exercise, it include participation in professional development activities
geared toward equipping the teachers for better service delivery
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