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THE IMPACT
OF CLASS SIZE, TEACHERS’ EXPERIENCE ON BUSINESS EDUCATION STUDENTS ACADEMICS
PERFORMANCE
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.
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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