Thesis Abstract

Abstract
This research project aimed to investigate the relationship between class size and teachers' interest in teaching social studies in primary schools in Essien Udim Local Government Area. The study utilized a mixed-methods approach, incorporating both quantitative and qualitative data collection methods. The quantitative aspect involved surveying teachers to gather data on class sizes and their interest levels in teaching social studies. On the other hand, the qualitative component included interviews and focus group discussions with teachers to explore their perceptions and experiences regarding the impact of class size on their interest in teaching social studies. The findings revealed a significant correlation between class size and teachers' interest in teaching social studies. Teachers in smaller class sizes reported higher levels of interest and engagement in teaching social studies compared to those in larger class sizes. The qualitative data provided insights into the reasons behind this relationship. Teachers in smaller classes expressed satisfaction with the amount of individualized attention they could provide to students, leading to increased motivation and enjoyment in teaching social studies. In contrast, teachers in larger classes cited challenges such as classroom management issues, limited interaction with students, and difficulties in meeting the diverse needs of learners, which negatively affected their interest in teaching social studies. The study highlighted the importance of class size as a significant factor influencing teachers' interest in teaching social studies in primary schools. The findings underscored the need for policymakers and school administrators to consider class size reduction strategies to enhance teachers' motivation and effectiveness in teaching social studies. By reducing class sizes, teachers can better cater to the individual needs of students, create a more interactive and engaging learning environment, and ultimately improve the quality of social studies education in primary schools. Overall, this research contributes to the existing literature on the relationship between class size and teachers' interest in teaching social studies. The findings provide valuable insights for educational stakeholders seeking to improve teaching practices and enhance student learning outcomes in primary schools. The implications of this study extend to policy development, teacher training programs, and school-level interventions aimed at optimizing class sizes to support teachers in delivering high-quality social studies education.

Thesis Overview

INTRODUCTION

1.1   Background to the Study

Knowledge, skills and values which is seen by the society as a necessary instrument for nation building is impacted upon the pupils by the teachers in the process of education. In educational community, there are a lot of factors that make the environment fit for effective teaching-learning activities in other to achieved the expected goals.

This factors may include school environment, class size, method of teaching, teacher’s effectiveness and others.

Research have confirm that class size reduction does provide the environment in which teachers can teach effectively. The research on student outcome and teachers behaviour conducted by Nina (2007) shows that, in smaller class size teacher interact with individual students more frequency and use a greater variety of instructional strategies. They can create more opportunities for higher-order co-construction of meaning by students. They also may spent out of classroom work time on more creative planning and less on routine making and they may interact more frequently with other teachers and adult in support of classroom teaching.

Nina (2008) noted that students behaviour tends to support teacher’s belief that they can more competently and effectively in smaller classes. In smaller classes students learn more academically and socially, they are more engaged and less disruptive.

Classroom can be set up in a way that hindered creativity or promote a positive learning environment.

The way in which a teacher organize their class or how they control it, will yield positive or negative consequences for their students.

If a teacher is negative because of his impression on the classroom size, there will be a direct negative impact on the pupil within the classroom. Similarly, if a teacher is positive because of his impression on the classroom size, there will be a direct positive impact on the pupil within the classroom.

Classroom congestion is a problem that affects the academic performance of students and effectiveness of the teachers. It is in this vein that Edge (2005) in his study identify the following problems as its associated with classroom congestion.

(1)   The provision of an opportunity for discussion or for any kind of oral inputs to the written work is difficult.

(2)   The amount of classroom involvement can dissuade even the not enthusiastic teachers, it classes are very large. In affirmation, Smith and Glass (2009) literate that small class size leads to higher pupils achievement, more favourable teachers effects e.g moral, attitude toward pupil.

        Class size is very important factor that must be looked into by government, school administrators and other educational authorities, this is because the factor (class-size) affects bot h the inputs system (teachers) and also the output system (academic performance of pupils) hence this study aimed at investigating class size and teachers’ interest in teaching social studies in Essien Udim L. G. A.

1.2   Statement of the Problem

        The National policy on education N.P.E. (2004) has stipulated a minimum number of 30 pupils in a class, but in most schools in the state especially in Essien Udim Local Government Area, the number of the pupils have exceed the average class size to 40 and 50. This is because of the free and compulsory education that is going on in the state.

        Government effort in tackling this problem is minimal, this create a Negative impact both to the pupils and the teacher.

The overabundance of pupil in the classroom of some public primary school in Essien Udim has post a concern in the mind that the pupils attention toward learning and the teachers behaviour in teaching social studies.

This study is therefore designed to check the effect of class size and teachers interest in teaching social studies in primary schools in Essien Udim Local Government Area