EFFECT OF CLASS SIZE ON TEACHING AND LEARNING OF GOVERNMENT IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

  1. Background of the study

Government is not a new subject in our schools. The history of government as a subject started in England. Class size and teacher – pupil ratio. Brewer et al (2001) study on class size controversy in Philippines defined class size as the actual number of people taught by a teacher at a particular time. They also defined teacher as person who spend all or part of their day as administrators, Librarians, or as performer of other poles outside the classroom. They noted that teacher-pupil ratio is a global measure of the human resources brought to bear, both directly and indirectly, on children’s learning. Thus, teacher pupil ratio is always lower than the average class size.

Today, government has become as international discipline that are being taught in our secondary schools and tertiary institutions. People now study government than ever before. It is also discipline that serves as a pre-requisite for public administration or management following the liberation of secondary education in many parts of the country. Students interest in this subject seemed to have waved due to the factors to be considered in this paper. The important of government as an academic discipline cannot be over- emphasized, not to mention its direct effect on the day existence and sustenance or meaningful living. It may be suicidal to fold our arms while our student lost interest in a care subject like government.

This situation has motivated the researcher to find out the effect of large class in school on the learning of government in some selected secondary schools, in Ekiti West Local Government Area of Ekiti State.

Hence, the following factors are considered:

  • Teacher’s academic qualification
  • Availability of instructional materials
  • Selection approach of the subject matter
  • Problem faced by both teachers and student in interpreting government questions.

Most attention has been paid to whether or not smaller classes lead to better academic outcomes for pupils. There is a good deal of controversy over the magnitude of these effects ( see reviews by Andreson, 2000; Biddle and Berlina, 2002; Blatchford and Brown, 2009; Finn, Pannozzo and Achilles, 2003; Galton 1998; Grissmer, 1999; Hattie, 2005 and Wilson 2006), though there is some agreement, drawing on experimental (e.g. Finn and Archilles, 1999.) and naturalistic studies (Blatchford, Bassett, Goldstein and Martin, 2003), that smaller classes have positive effects on pupils academic performance, if introduced immediately after school entry, that is with the youngest children in school.

          However, it is now recognized by many- and not just critics of class size reduction that in order to better understand the effects of class size, and help facilitate better classroom environment and effectiveness, we need to know more about the effect on what goes on in classroom, that is, classroom “processes” such as interactions between teachers and pupil behavior. This is of importance in its right and the main aim of this paper was to research in a systematic way the relationship between class size and classroom processes.

  1. Statement of the Problem

The change in trend in Nigeria with the introduction of social science in the interest of the researcher work to highlight how increase or rise in the enrolment of the student has led to increase in size and how it has affected learning of Government since its inception. Also some teachers and students do associate failures in Government to class-size.

How to get complete project materials


Step 1: make payment of N3000 to any of the bank below


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NAME:                       TITUS AYANI SOLA


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Updated: 17th January 2019 — 7:51 am