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Background to the Study

With the abolition of slave trade in Nigeria at the beginning of the 19th century, British Colonial interest shifted to agricultural production from exportation to Europe. During this period, precisely in 1842 and 1846 (2009 Britannica encyclopedia) the first missionary stations were established in Badagry (near Lagos in the South West) and Calabar (in the South-East) respectively. The then evangelism grew sporadically to produce the first generation of students who were made up of mainly children of slaves whom the village communities thought they would not miss much. As the British Colonial government felt the needs of African who were literate in English language, who would serve both trade and colonial interests, the missionary therefore in 1880s was officially ordered to teach English language in their schools. So English language became a language of concentration for reasons such as: it was financially rewarding to study English language more than any of the indigenous languages; certification became conditional upon passing English before any recognition or consideration is given. However, this development and the need to learn English as a Second Language {ESL} necessitated the establishment of the first state school in Nigeria in 1899.

It is undoubtedly obvious that English language in Nigeria has an enormous importance so much that for over a century now, it has continued to enjoy the pride of place in all spheres of the Nations endeavours – educational, business, communication to mention a few. English language today has gained constitutional recognition to have served as an official language and even gaining the advantage of being the First Language {L1} over the Mother Tongue {MT}.

Despite all the importance and the position of English language in the country’s educational system, it still suffers set back in its output. This has been ascertained and established by various examination bodies, government, education planners and individuals. It is highly pathetic and embarrassing that a secondary school graduate could not write an error-free sentence. Some of these students are eloquent but their reading and writing are nothing to talk about. These problems of drastic failure in English language when investigated into, was attached to issues like cultural background, incompetent teachers, over-population, non-availability of materials among others.

It is highly paramount to mention at this juncture that one of the reasons given for the mass failure in the subject is Large Class-size. This reason is identified by both students and teachers of English language. It is as a result of this that the researcher needs to throw a search light on this subject matter to ascertain the fact if truly class-size, whether large or small influences the academic performance of students in the learning and teaching English language. More so, it shall be known at the end of this research, the ways by which teachers of English language can teach this subject effectively in an over-crowded class.

Statement of the Problem

As stated earlier in the introductory part of this research that teachers and students do associate failures in English language to class-size. It is to this insinuation that the researcher tends to investigate into the following problems:

  1.       Challenges faced by teachers in managing class with over-populated students.
  2.       Lack of sufficient materials and other teaching facilities that could aid teaching and learning processes in the classroom.

III.      Poor teaching strategies and approaches adopted by teachers in large class-size.

  1.       Inability of the gifted and talented students to participate fully in the class activities and vice versa.

How to get complete project materials

Step 1: make payment of N2,000 to the below bank details

NAME:                       TITUS AYANI SOLA
BANK:                       FIRST BANK PLC
ACCT NO:                  3111741042
AMOUNT:                  N2000


Updated: September 13, 2017 — 2:44 pm


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