AN EVALUATION OF CLASS SIZE AND ITS RELATIONSHIP WITH STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY
- Project Research
- 1-5 Chapters
- Quantitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
BACKGROUND OF THE STUDY
Educators have struggled to understand the link between class size and academic performance. Physical environment, ethnicity, socioeconomics, overcrowding, and teaching techniques are all characteristics that impact student success, according to studies (Molnar, 2000). School population and class size are two more factors that influence student success (Gentry, 2000; Swift, 2000; Krueger and White Moore, 2007).
The topic of pupils' poor academic performance in Nigeria has piqued everyone's interest. The problem is so severe that it contributes to the generally acknowledged decline in educational standards in Lagos State and Nigeria as a whole. It may be required to assess aspects impacting students' performance in order to better understand their skill levels. These include the structure and organization of the school, the quality of the instructors, the curriculum, and the teaching philosophy (Driscoll, Halcoussis and Svomy, 2008).
Students' academic performance in both internal and external assessments has been utilized to determine teacher and instructional excellence over time. As a school becomes older, it tends to become more bureaucratic, resulting in more institutionalized human connections and a greater focus on curriculum specialization. Another viewpoint, usually taken by economists, focuses on the potential for enhanced efficiency and cost savings as schools grow in size. The outcomes of these two streams are incongruent. Despite the fact that studies with an organizational focus tend to favor smaller schools, economic research tends to imply benefits from higher size (Molnar, 2000).
Overcrowding has raised the likelihood that at-risk pupils, as well as others, may lose interest in school and do badly on tests. There are particular difficulties identified for overcrowding, kids not receiving individual attention, low reading scores, teacher irritation and stress, and pupils' inability to concentrate or remain on target in class (Molnar, 2000). One issue that has been noted is teachers' inability to provide personalized attention to children. Because teachers' assistants are not always present, pupils are often forced to share textbooks. Students may take up the whole class period to find seats, check that everyone has a textbook, and then explain the next task. There is no time for one-on-one attention to explain the work or answer queries. As a result of the teacher's inability to assist individual pupils, individuals who require further assistance in obtaining or keeping their reading abilities are left behind. Because there are so many students in one class, they are unable to keep up with the reading or participate in class discussions (Molnar, 2000).
Overcrowding in schools and courses is a severe issue in many school districts, especially in urban areas where new development is prohibited. As a result, kids are forced to learn in places that were never designed to be classrooms, such as libraries, gyms, labs, lunch rooms, and even closets. Although research on the link between overcrowding and student dropout has been limited, there is some evidence that overcrowding can have a negative influence on learning, particularly in high-poverty schools (Krueger and Whiteman, 2001). According to a study on overcrowding in schools, pupils in such schools do much worse on arithmetic and reading assessments than students in underused schools. Furthermore, when asked, students and instructors in overcrowded schools agreed that overcrowding has a detrimental impact on classroom activities as well as instructional technologies (Krueger and Whiteman, 2001).
Crowded classrooms not only make it difficult for pupils to focus on their studies, but they also limit the amount of time teachers can devote to creative teaching techniques like cooperative learning and group work, as well as teaching anything more than the absolute minimum of essential content. Furthermore, because instructors must continually strive to maintain order in an overcrowded classroom, there is a greater chance that they may burn out sooner than would otherwise be the case (Krueger and Whiteman, 2001).
Despite the fact that there has been a substantial quantity of study on student performance (Matuga, 2009; CerezoRUssillo and Casanova Arias, 2004), there is still a need for more focused test findings. The consequences of environmental, psychological, and societal factors must be defined. This clarity will help schools create a better learning environment — a well-organized and formed public domain with a field of knowledge impact and action (Meram-Webster Dictionary).
The assumption that student performance is influenced by school population and class size is consistent with the emerging research on the link between public sector institutional arrangements and outcomes. The goal of this study is to dig more into the link between class size, school population, and biology student academic accomplishment.
1.2 STATEMENT OF THE PROBLEM
Several researchers have identified numerous variables accountable for students' low performance in NECO and WAEC, but few studies have focused on the performance between class size, school population, and academic accomplishment. As a result, this research examines how class size, school population, and overall population effect students' biology academic performance.
1.3 OBJECTIVE OF THE STUDY
The general purpose of this study is to find out the relationship between class size, school population and students’ achievement in biology using some selected secondary schools in Ojo Local Government Area of Lagos State as a case study. The specific objectives are to:
- Examine the relationship between class size and academic performance of students in biology
- Examine the relationship between school population and academic performance of students in biology.
- Discuss the effects of overpopulation on classroom management
- Analyze the impact of overpopulation on school resources and facilities.
1.4 RESEARCH HYPOTHESES
Hypotheses One
Ho: There is no relationship between class size and academic performance of students in biology.
Hi: There is a relationship between class size and academic performance of students in biology.
Hypotheses Two
Ho: over population has a negative impact on the school resources
Hi: over population has a positive impact on the school resources
1.5 SIGNIFICANCE OF THE STUDY
This study is important for several reasons. First, the findings will help teachers to identify the reason for the academic performance of biology students in large classes with high population and how they can address the problems.
Secondly, it will provide comprehensive information for educational planners, educators and parents on how they can assist students to cope in large classes.
Thirdly, this research work will lead to further in-depth study on the impact of class size and school population on the academic performance of students in biology.
Lastly, it will serve as a contribution to knowledge in the subject area. In the regard, it will be useful for other researchers who might want to carry out research in related areas.
1.6 SCOPE AND LIMITATION OF THE STUDY
This research work focuses on the relationship between class sizes, school population and students’ achievement in biology using some selected secondary in Ojo Local Government Area of Lagos State as a case study. This research work covers all secondary schools in Ojo Local Government Area of Lagos State. However, four public secondary schools were used as case study. The researcher encountered some constraints, which limited the scope of the study. These constraints include but are not limited to the following.
a) availability of research material: The research material available to the researcher is insufficient, thereby limiting the study
b) time: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
1.7 DEFINITION OF TERMS
Academic Achievement: knowledge attained or skills developed in school subject by test scores.
Secondary School/High School: is a term used to describe an educational institution where the final stage of schooling known as secondary education and usually compulsory up to a specified age taken place. It follows elementary or primary education, and may be followed by university (tertiary) education.
Overpopulation: This is when the numbers of students in a particular class exceed the standard of student-teacher ratio of 1:40
Research Work: Investigation or experimentation aimed at the discovery and interpretation of facts or practical application of such new or revised therein or laws.
Classroom: A room where classes are taught in a school, college or university.
1.8 ORGANIZATION OF THE STUDY
This research work is organized in five chapters, for easy understanding, as follows
Chapter one is concerned with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study
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