THE EFFECT OF CLASS SIZE IN EFFECTIVE TEACHING AND LEARNING OF TECHNICAL EDUCATION IN JUNIOR SECONDARY SCHOOLS
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THE EFFECT OF CLASS SIZE IN EFFECTIVE TEACHING AND LEARNING OF
TECHNICAL EDUCATION IN JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Since Western
education became firmly rooted in Nigeria, it has faced myriads of problems.
Most of these problems are hardly lost on the various governments, whether
during colonial or post-independence era. It has resulted in the setting up of
various commissions (e.g. the Ashby Commission of 1960; the 1969 curriculum
conference, etc) to examine Nigeria's educational problems and make
recommendations. These problems pertained to the quantity and quality of
teachers, educational facilities, curriculum planning and development, etc.
Adaralegbe (1983:16) noted that "a recurring feature in Nigerian secondary
school system from its inception about 120 years ago was its poor
staffing". Adesina (1990:76) speaking on the physical facilities also
observed "Post-independence Nigeria saw most Nigeria's primary and
secondary school buildings no better than they were during the colonial
era".
In fact, most of them are worse now having suffered
from lack of maintenance and weather conditions (e.g. rain-storm). Though the
various Governments, military and civilian, have given considerable attention
to the provision of more teachers and schools, the reality in most schools
today, from the primary to the tertiary levels, confirms that the problems
still linger.
The problems of shortage of teachers and
classrooms are intricately interwoven and when both combine with large pupil
enrolment, the consequence is over-crowded classrooms. This is the sad truth in
many Nigerian classrooms especially in the major towns and cities with many
classes registering fifty (50) to
one hundred
(100) students and above which is clearly above the internationally recommended
standard (See Table 1).
The poor state of the physical facilities in
the schools confirms Adesina's (1990 p.76) observation that this aspect of the
educational problem has been consistently ignored in educational "plans
and reports". He cited the 'example of Banjo Commission (1961) in the then
Western Nigeria and a similar One in the old Eastern Nigeria which failed to
mention 'inadequate physical facilities' as one of the fifteen factors
considered responsible for failing standard of education. Only the Old man
Report on Northern Nigeria gave some attention to buildings and furniture in
schools (Adesina, 1990). The consequence as noted by the West Africa study
group of the Nuffied Foundation (1952) in their report on educational policy
and practice in Tropical Africa is that "... most of the school buildings
are poor and made worse by over-crowding..." (Adesina, 1990 p.70).
Ordinarily, the phenomenon of rural-urban drift
in an emergent nation like Nigeria normally exerts pressure on the facilities
and services such as hospitals, schools, transportation etc. However, the
introduction of the Universal Free Primary Education (U.P.E.) first in the old
Western Region in 1955 and later in the Eastern Region in 1957 as well as the
launching of the U.P.E. Scheme by the Federal Government in 1976 compounded the
problems of providing adequate facilities in schools to meet the resultant unprecedented
upsurge in pupil enrollment (Akinyemi, 1983). With inadequate planning for the
expected population explosion in schools, over crowded classrooms now become a
permanent feature of academic setting at all levels of thee educational system.
In addition, Educational planning in Nigeria
has always been thought of in terms of quantitative growth, which is usually
above the financial capacity of the Government (Adesina, 1990). A recent
example is the implementation of the current 6-3-3-4 system of education, which
is seriously affected by lack of adequate funding and poor preparation. Even
though the Federal and State Governments have shown serious commitment to
educational development through their annual budgetary allocation to Education
in recent years (allocation to Education sector is second only to Defense), the
attention given to physical facilities is far from being adequate. The issue at
stake is not how 'huge' the allocation is but how 'adequate'. In a study by
Ndagi (1983) on educational financing under military rule (1968-1978) it was
found that:
of the
financial resources allocated to secondary level institutions, over 80% -went
to the personal emolument of staff and the maintenance of students while less
than 10% went to the purchase of educational materials and equipment, (p. 195).
And in the case of the State Governments, the same
study found out that.
of the
resource allocated to secondary level education, on average, over 50% went to the personal emoluments of Staff
and over 30% to the maintenance Of students while less than 15% was Used for
the purchase of educational Materials and equipment; (pp. 195-196).
In the case of students' furniture, some state
Governments have completely handed off the supply. Students either pay to the school
to purchase for them or they bring from home. The latter is more popular. Such
furniture now come in all shapes and sizes presenting an ugly sight in the
classroom.
The phenomenon of overcrowded classroom as well
as poor quality and inadequate furniture in the classroom due to unlimited
expansion has taken its toll on the educational system. Only few people will
deny that the quality of teaching and learning is on the decline at all levels
of the educational system. The poor result of the Senior Secondary School
examination (SSCE) in almost all subjects in recent years is one potent
indicator. The increase in examination malpractices cannot be divorced from
poor seating arrangement in classrooms. The quantity and quality of interaction
in the class are likely to be adversely affected due to lack of space for
moving round the class and the over whelming number of students that the
teacher has to deal with within a forty-minute lesson. Nolasco and Arthur
(1988) also identified five likely problems of large classes:
coping with
the noise, persuading the class to use Technical education , managing the
introduction and setting up of activities, making limited resources go a long
way and monitoring the work of individuals within the class (p.5).
These and many other problems inform the
decision to conduct this study with the hope that it will help to draw more
attention to this ugly situation under which learning is expected to take place
and educational objectives are to be attained.
The
Health and Physical Education domain provides students with knowledge, skills
and behaviours to enable them to achieve a degree of autonomy in developing and
maintaining their physical, mental, social and emotional health. This domain
focuses on the importance of a healthy lifestyle and physical activity in the
lives of individuals and groups in our society. This domain is unique in having
the potential to impact on the physical, social, emotional and mental health of
students. It promotes the potential for lifelong participation in physical
activity through the development of motor skills and movement competence,
health-related physical fitness and sport education. Engaging in physical
activity, games, sport and outdoor recreation contributes to a sense of
community and social connectedness. These are vital components of improved
wellbeing.
Students’ involvement in physical
activity can take many forms, ranging from individual, non-competitive activity
through to competitive team games. Emphasis is placed on combining motor skills
and tactical knowledge to improve individual and team performance. Students
progress from the development of basic motor skills to the performance of
complex movement patterns that form part of team games. They learn how
developing physical capacity in areas such as strength, flexibility and
endurance is related to both fitness and physical performance.
Students
progress from learning simple rules and procedures to enable them to
participate in movement and physical activity safely, to using equipment safely
and confidently. Students undertake a variety of roles when participating in
sports such as umpire, coach, player and administrator and assume
responsibility for the organisation of aspects of a sporting competition. This
domain explores the developmental changes that occur throughout the human
lifespan. It begins by identifying the health needs necessary to promote and
maintain growth and development, followed by discussion of significant
transitions across the lifespan including puberty, to gaining an understanding
of human sexuality and factors that influence its expression. The exploration
of human development also includes a focus on the establishment of personal
identity, factors that shape identity and the validity of stereotypes. Students
develop an understanding of the right to be safe and explore the concepts of
challenge, risk and safety. They identify the harms associated with particular
situations and behaviours and how to take action to minimise these harms.
Through the provision of health
knowledge, this domain develops an understanding of the importance of personal
and community actions in promoting health and knowledge about the factors that
promote and protect the physical, social, mental and emotional health of
individuals, families and communities. Students investigate issues ranging from
individual lifestyle choices to provision of health services by both government
and non-government bodies. In investigating these issues, they explore
differing perspectives and develop informed positions. This domain examines the
role of food in meeting dietary needs and the factors that influence food
choice. Students progress from learning about the importance of eating a
variety of foods to understanding the role of a healthy diet in the prevention
of disease.
1.2 PROBLEM OF
THE STUDY
The classroom is the heart of any educational
system. No curriculum planning is complete without implementation and
evolution, both of which are mainly carried out in the classroom. Most of the
class activities take place while students are seated. The seating arrangement
is therefore too important to suffer the kind of neglect being experienced by
many secondary schools in the country. As rightly observed by Cohen and Manion
(1983 p.221) "a careful attention to seating arrangement contributes as
effectively as any other aspect of classroom management and control to overall
success with a class subsequently". Adesina (1990 p.13) also affirms that
one potent index for evaluating educational standards and quality is an
examination of the physical facilities available for learning
experiences".
The seating arrangement can make or mar any lesson.
Ideally, in a secondary school, especially in a mixed ability grouping, as
found in Nigeria schools, seats should be arranged in rows with a reasonable
amount of space between them to allow for proper teacher-student and
student-student interactions as well as allow for individual and group work
(Cohen and Manion, 1983). To this end, the ratio of teacher to students should
not exceed 1:30 or at most 40 judging by the size of the classrooms. But what
one finds in many o these classes is between ratio 1: 50 and 1: 150 in certain
cases.
This study was therefore interested in
identifying the major problems caused by over-populated classes in Nigeria
growing towns and cities with a view to making suggestions that could help to
alleviate the problems. The popularity of class-size reduction may make it difficult for
policymakers to increase class size across the board in order to sustain other
investments in education during a period of budget reductions. In that context,
state policymakers should consider targeting CSR at students who have been
shown to benefit the most: disadvantaged students in the early grades, or
providing a certain amount of funding for CSR but leaving it up to local school
leaders on how to distribute it.
In settings where state mandates
on maximum class size are relaxed, policymakers need to bear in mind that the
effect of any increase in class size will depend on how such an increase is
implemented. For example, a one-student
increase in the pupil/teacher ratio in the NIGERIA. would reduce the teaching
workforce by about 7 percent. If the
teachers to be laid off were chosen in a way largely unrelated to their effectiveness,
such as seniority-based layoffs, then the associated increase in class size
might well have a negative effect on student achievement. But if schools choose the least effective
teachers to let go, then the effect of increased teacher quality could make up
for some or all of the possible negative impact of increasing class size.
The
national policy on education revised in 2010 stipulates that the maximum
teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to
ensure that the teacher not only controls the class but also to ensure that he
understands the learning capabilities of
each of the learner in the classroom.
Ozochi (2008) affirms that there is a limit to which a teacher can
effectively control, anything more than that according to him will affect the
school objectives.
However,
in most of our secondary schools today the teacher –student ration has gone far
beyond the stipulation of the national policy on education. Students stay more than fifty in each class,
seating arrangement altered, thereby making teaching and learning
difficult. Educational planners in
Nigeria have attributed the over bloated class size due to the explosion of the
population of children of school age.
Recently the Enugu State Government through her agently spliced most of
the secondary schools located within the metropolis in order perpherps to expel
the agony of overcrowded classroom.
Technical
education, like all other health science is an activity based subject, a
situation whereby the learner is exposed mainly to the practical learning
process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that
effectiveness of a classroom management results when the teacher and student
achieve the purpose of which either are together in a class under an
overcrowded classroom environment like what obtains in most of our schools
today it becomes pertinent to ask, how effective is teaching and learning
particularly in subject area that requires close monitoring of the learner by
the teacher.
1.3 OBJECTIVE OF THE STUDY
1. To determine the effect of class seize on
effective teaching and learning of technical educationin Senior secondary schools.
2.To develop students’ motor and games
skills and equip them with the knowledge, skills and attitudes to pursue and
enjoy a physically active and healthy lifestyle.
3. To evaluate the implication of
over-crowded class on students assimilation and understanding of technical
education.
4. To evaluate the level of competency
and proficiency of teachers in teaching technical education in Senior secondary
schools.
5. To know the challenges faced by teachers in teaching,
controlling and monitoring a large crowd of student in technical education.
6. To recommend solution to the
problems.
To findout ways class size affects teaching and learning of technical
education in Senior secondary schools in Enugu North Local Government Area of
Enugu State.
2. To examine the
effectiveness of the policy guiding teacher-student ratio in Senior secondary school
technical education
3. To examine how
effective is the use of instructional materials in an overcrowded classroom
environment.
1.4 RESEARCH QUESTIONS
1. What are the effects of class seize on
effective teaching and learning of technical educationin Senior secondary schools?
2.Can technical education help to develop students’ motor and games skills and
equip them with the knowledge, skills and attitudes to pursue and enjoy a
physically active and healthy lifestyle?
3. What are the implications of
over-crowded class on students assimilation and understanding of technical
education?
4. How is it possible to evaluate the
level of competency and proficiency of teachers in teaching technical education
in Senior secondary schools?
5. What are the
challenges faced by teachers in teaching, controlling and monitoring a
large crowd of student in technical education?
1.5 RESEARCH HYPOTHESIS
H0: The is no significant relationship
between class seize of students and
effective teaching and learning of technical educationin Senior
secondary schools.
H1: The is a
significant relationship between
class seize of students and effective teaching and learning of technical
educationin Senior secondary schools.
H0: Over-crowded class has negative
implications on students assimilation and understanding of technical education.
H1: Over-crowded class has
positive implications on students
assimilation and understanding of technical education.
H0: It
is impossible to evaluate the level of competency and proficiency of
teachers in teaching technical education in Senior secondary schools.
H1: It is possible to evaluate the
level of competency and proficiency of teachers in teaching technical education
in Senior secondary schools.
H0: The are no challenges faced by teachers in teaching,
controlling and monitoring a large crowd of student in technical education.
H1: The are challenges faced by
teachers in teaching, controlling and monitoring a large crowd of student in technical
education.
1.6 SIGNIFICANCE OF THE STUDY
1. The study when
completed would enable the teacher and or instruction know the dangers associated
with over-crowded classroom.
2. It would assist the
government and education planner on recruitment and supervision of teachers
bearing in mind the expected teacher-learner ratio.
3. The study will assist
in providing a guide in the realization of one of the core objectives of
Nigeria education which is to make
Nigeria one of the technological advanced countries in the world.
1.7 SCOPE/ LIMITATION OF THE STUDY
The study is on the effect of class
seize in effective teaching and learning of technical education in Senior
secondary schools. This study is limited
to government Senior secondary schools located in Enugu North Local Government
Area.
Despite the limited scope of this study
certain constraints were encountered during the research of this project. Some of the constraints experienced by the
researcher were given below:
i. TIME: This was a
major constraint on the researcher during the period of the work. Considering
the limited time given for this study, there was not much time to give this research
the needed attention.
ii. FINANCE: Owing to
the financial difficulty prevalent in the country and it’s resultant prices of
commodities, transportation fares, research materials etc. The researcher did
not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never
had it easy when it comes to obtaining necessary information relevant to their
area of study from private business organization and even government agencies.
Teachers in government Senior secondary schools Enugu North Local Government Area find it difficult to reveal their internal
operations. The primary information was collected through face-to-face
interview getting the published materials on this topic meant going from one
library to other which was not easy.
Although
these problems placed limitations on the study,
but it did not prevent the researcher from carrying out a detailed and
comprehensive research work on the subject matter.
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