CLASSROOM SIZE AND IMPACT ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN NIGERIA
- Project Research
- 1-5 Chapters
- Quantitative
- Correlation
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
BACKGROUND OF STUDY
Quality education remains the pivot for global prosperity and liberty. As a result, all hands must be on deck globally to develop policies that will improve qualitative education from elementary school to postsecondary institution, and constant, effective monitoring must be effectively established to check all elements that may stymie this global goal. As a result, most civilizations compel children to attend school for a set number of years or until a specific age.Bayo (2015 opined that many of the advantages of education stem from students gaining new information or skills that improve their capacity to communicate, solve issues, and make decisions.
As established by Lindahl (2015), academic accomplishment of students, particularly at the secondary school level, is not only a barometer of school effectiveness, but also a key predictor of the future of youths in particular and the nation in general. Learning is the means through which people and nations may achieve their educational objectives. Learning outcomes have become a phenomena of universal interest, which is why researchers have been working hard to identify elements that impede effective academic achievement. In the literature, this phenomena has been variously referred to as academic achievement or scholastic functioning. Learners' academic accomplishment has piqued the interest of academics, parents, policymakers, and planners.
Many causes have been implicated as being responsible for deteriorating standards of education where it is viewed and established in an endeavour to deliver sound education on the ground worldwide. Among these are concerns over "class size." Class size, according to Adeyemi (2008), is an educational tool that may be described as the average number of students per class at a school, although Hoffman (1980) defined it as the number of pupils per instructor in a class. According to Kedney (1989), it is an instrument for measuring educational system performance. There has been much debate on the influence of class size on performance, with some blaming overcrowding as the primary cause of deteriorating educational standards in Nigeria, particularly at the elementary and secondary levels, while others dismiss this as a simple coincidence, blaming other issues.
Class size has a significant impact on pupils' academic achievement. Researchers and educational academics agree that when class size grows, student achievement falls. For many years, the influence of class size on cognitive success has been contested and examined, but the results have been equivocal. Class size refers to educational tools that may be used to define the average number of pupils in a school's classes. ALL Nigerian Conference of Principals of Secondary Schools (ANCOPSS) advised a maximum of forty pupils per class for efficient and effective teaching, emphasising the relevance of class size to the learning teaching process.
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