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THE IMPACT OF TEACHER- STUDENT RATIO ON THE EFFECTIVE TEACHING OF ECONOMICS IN SECONDARY SCHOOLS IN EKITI STATE

ABSRACT

 

The study examines the impact of student-teacher ratio on effective teaching of Economics in Ekiti-State. A descriptive survey design was used. Five {5} research questions were raised in the study. The sample consisted of one hundred and eight respondents drawn from five {5} randomly selected secondary schools in Ekiti South West Local Government. Instrument used were questionnaires and data were analyzed using simple percentage and Chi-Square Statistical Tool. The result revealed that teachers did not enjoy teaching in densely populated classes and found it difficult to teach large classes. For large classes causes frustration. Based on the findings and conclusion drawn in this study, the researchers recommended that government should accord education a pride of a place by providing the volume of financial and manpower resources, instructional materials, and school administrators, to inculcate discipline on teachers and students for the smooth running of the educational sector and more schools facilities should be expanded to accommodate increasing population of students.

CHAPTER ONE

INTRODUCTION

Background of the Study

The school as a miniature of the society is charged with statutory responsibilities of equipping the learners with rudimentary knowledge and skill needed for the self-reliant existence to translate the socio -political, religious and Economics aspiration of a nation into realities, where parents and guardians, teachers and students, curriculum planners, politicians etc. rest their hopes of building and evitable future. Indeed, all stakeholders in Education put resources together to promote the actualization of these goals and aspirations. Adeniran (2001).

In view of the unique role of the school in the economic and socio political viability of a nation, military and civilian administrations in Nigeria channeled substantial parts of the nation earning and resources to the development of the school system, policies and programs. Intended to provide equal opportunities and acceptability to qualitative and quantitative education such programs include the universal free primary education (UPE) launched in 1976 and the revised and more elaborate version tagged universal basic education (UBE). Oduwole (1994).

They needed to make education free and universal was echoed by Awokoya in 1982 who believe that education should be treated as a matter of national emergency second only to war in effect and the national development plan (1975-1980) ushered in the universal free primary education (UPE) scheme in Nigeria from September 1976 and to be compulsory from 1976. This emergency of a national policy on education in 1976. This emergency of a national policy on education in 1977 is a land mark in Nigeria education development. Akinlaye (1996).

The establishment of primary school in Nigeria has witnessed tremendous growth. Since independence, likewise enrolment has been on the increase due to national population growth and the increased demand for education which is implication of overcrowding of human resources and physical facility. As a result of common and individual participation in education, today the numbers of secondary schools have increased geometrically in view of the desire for secondary school education. It would be recalled that the national policy on education prescribes 60% transition from junior secondary schools to senior adhered to as most students and parent prefers senior secondary school to technical colleges or vocational schools, technical and vocational schools, technical and vocational schools are perceived as a dumping ground for students who are not educationally sound or qualified for admission in to the senior secondary schools. Adeniran(2001).

The environment increased in primary school culminated in congestions of secondary schools in many cities and towns across the country. Bamidele (1994) and Babalola (1992) reported that admission into secondary schools gallops annually in spite of decay and inadequate infrastructures. This situation according to their results in class congestion and subsequent introduction of shifting system. According to Ayodele (1991), this allows the schools to operate two shifts i.e. morning and afternoon. He observed that this system becomes inevitable in view of the government neglect of the infrastructures and subsequent introduction of shifting system eligible student.

However attempts were made by subsequent administrations to abolish shifting system of its adverse effects on teaching – learning process. The abolishment of shifting system mentioned above led to the establishment of more schools both primary and secondary schools and construction of more classrooms. In spite of these efforts, the congestion in schools is yet to be resolved in view of the increase in the number of entries into secondary schools which has impaired the effectives teaching and learning process most especially the teaching of Economics. Students take Economics to be a very simple subject which they can pass with just little effort but as observed through senior secondary school certificate examination result that majority of them performed below expectation. The teaching of Economics in Nigeria secondary schools when compared to other age long subjects like Government, History, Mathematics, English language etc is a new phenomenon.

The number of candidates that enrolled and sat for Economics examination increased as the year went by in the year 1968 the number of candidate increase to 43 and rose to 52,000 by 1975, in 1986 the number rose further to 511, 377, candidates enrolled for Economics. As a result of increase in population of Economics a student in secondary schools brought about overcrowding and leads to class congestion which impaired effective teaching and learning of Economics in the classroom. The large class has negative effect on the performance of students, more students in a class make the teacher lose the ability to establish and foster personal and individual attention necessary for meaningful instruction. Commenting on the effect of schools size, the students in large class create unnecessary noise during the teaching -learning process which leads to diversion of learning in the classroom which also makes teachers lose class control and this easily leads to lack of concentration and low assimilation in the class. Omotewa(1981).

Also, the connection between the class size and method of teaching is also important, the class size will determine the methodology to use or to be use by the teachers during the teaching and learning process in the classroom. The teaching aids used during each lesson and the qualification of teachers, the experience of the teachers. The teacher loses the ability to attain or establish effective teaching in the large or overcrowding class. The problem of large class has been attributed to several factors for instance Erom (1995) identified as the basis factor the introduction of too many subject on post primary school time table.

According to him this type of situation made division of student population into smaller classes carry difficult as a result of trying to accommodate the entire subject on the school time table couple with lack of qualified teachers. Ayozie(1997).

What worsened the population of large class size is the inadequacy of available classroom facilities which made it difficult to divide large classes into smaller and more manageable ones. Those could have enabled several teachers of the same subject to handle each class effectively. The financial implication attached to it makes it possible. Even though teachers vary in their attitudes to large classes, most of them discovered that it is difficult to teach and control a large class when it comes to marking of examination due to large number of students scripts make teachers to develop negative attitude to the large classes. Despites all the problems disuse above, the effect of large classes still continues and cannot be eradicated immediately due to the financial implications of employing more teachers providing adequate supply of instruction materials to the schools. Olanipekun (2000)

The impacts of increase in enrolment in the Nigeria secondary schools at national state and local levels has worsened the school population which hinders the government from meeting the needs of the students which affects their educational performance. The implication of students’ poor performance in Economics can be felt in the declining rate of interest and number of student offering the subject in secondary schools. The present recognition of Economics and its existences in hinged on its effects on the past records of good performance of students at all levels because of the erroneous belief which the students in the lower classes may conceive. This urgent remedy is necessary to restore the past glory of Economics in the secondary schools. The poor performances in Economics are with its effect in Nigeria economy on the national development. These are necessary in order to enable everyone to be able to follows discussion of numerous Economics problem of the society. Durotoye(1989).

There is generally after of falling in educational standard and their reasons can be traced, the poor presentation in the process of transmitting knowledge in Economics have been performing below expectation. In their examination and congestion in schools is yet to be resolved in view of the increase in the number of students enrolled for Economics. Therefore, this study attempts to look at the impact of student’s population on effective teaching of Economics in secondary school in Ikere Local Government Area of Ekiti State.

Statement of the Research Problem

The researchers observed that secondary schools are highly populated in government powered secondary schools and classrooms are congested in Ikere Local Government Area of Ekiti State. This situation has adverse effect on effective teaching and learning process in the schools. The problems of this study attempts to examine the impact of student’s population on effective teaching of Economics in secondary schools in Ikere Local Government Area of Ekiti State.

 

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


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

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Updated: 28th September 2017 — 10:20 pm

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