CLASS SIZE AND STUDENTS’ ACADEMIC PERFORMANCE IN AGRICULTURAL SCIENCE IN SELECTED SECONDARY SCHOOLS IN NSIT IBOM LOCAL GOVERNMENT AREA, AKWA IBOM STATE

Project Abstract

This study aimed to investigate the relationship between class size and students' academic performance in Agricultural Science in selected secondary schools in Nsit Ibom Local Government Area, Akwa Ibom State. The research design adopted for this study was a descriptive survey. A sample of 300 students and 20 teachers from five secondary schools were selected using a simple random sampling technique. Data were collected using questionnaires and academic records, and analyzed using descriptive and inferential statistics. The findings revealed that the average class size in the selected secondary schools was above the recommended standard. The study also found a significant negative correlation between class size and students' academic performance in Agricultural Science. Larger class sizes were associated with lower academic performance levels among students. Furthermore, teachers in smaller class sizes reported better student engagement, participation, and academic achievement compared to those in larger classes. The study recommends that policymakers and school administrators should consider reducing class sizes in Agricultural Science classes to improve students' academic performance. Providing more classrooms and employing additional teachers could help achieve this goal. Furthermore, teacher training programs should focus on strategies to manage larger class sizes effectively, such as utilizing group work, technology, and differentiated instruction to cater to diverse student needs. In conclusion, this study highlights the importance of class size in influencing students' academic performance in Agricultural Science. By reducing class sizes and providing adequate support to teachers, schools can create a conducive learning environment that enhances student engagement and achievement in this subject. Further research can explore the impact of class size on academic performance in other subjects and regions to provide a comprehensive understanding of this issue and inform evidence-based educational policies.

Project Overview

<p> </p><p><strong>1.1 &nbsp; Background to the Study</strong></p><p>With the introduction of free and <a target="_blank" rel="nofollow" href="https://www.modishproject.com/implementing-free-compulsory-education/">compulsory Education</a>&nbsp;in the state, there is a tremendous increase in school enrollment. This has a consequential impact on class size with many children vying for the few places available in our educational institutions. This situation led to over sized schools with over-sized classes. This is with the attendant problems of inadequate facilities, instructional materials and supporting personnel. Class size is considered therefore as the total number of students in a class at a given time (Udo, 2006).</p><p>The National Policy on Education (2004) views class size as the population of a given class in terms of number of students and recommends a normal class size of 25 learners to one teacher, (ie. 25:1). This is hardly achievable in Nigerian public secondary schools. Duyilemi (2003) stated that some teachers put it as ranging from 50 and above per class. Class size may therefore be a singular problem with contributory factors such as increase in the teacher’s work load, inadequate facilities, lack of adequate space, high level of indiscipline and their resulting psychological and physiological consequences on students’ academic performance.</p><p>However, the total number in any given class has a great effect on the academic performance of students in any examination. This is because if the number is less, greater attention will be given to the students in the class by the teacher but when the population is much, the teacher will not be able to give good attention to the students while teaching.</p><p>Anderson (2002) pointed out that in examination, if an individual is not influenced by fear or other external influences (class size) the individual would always produce consistent action or behaviour which will reflect his/her attitude towards the object of interest. The author observed that over crowding accounts for the cause of poor performance in examination.</p><p>It is on this ground that this research is undertaken to ascertain the influence of class size on students’ performance among secondary school students in Nsit Ibom Local Government Area.</p><p><strong>1.2 &nbsp; Statement of the Problem</strong></p><p>The level of students’ academic performance as a result of class size in public secondary schools has been dwindling due to the population of students. The academic performance of students in public secondary schools has been faced with series of problems; one of which is the large class size. The issue of class size in increasingly becoming a subject of concern and controversy among educators. Many people feel that with so many students now enrolled in our public secondary schools, the qualitative education advocated for in the National Policy on Education (2004) may be difficult to achieve because the larger the class, the more difficult it becomes to control and consequently a poor overall output.</p><p>It is against this background that a study like this becomes necessary to ascertain the influence of class size on students’ academic performance in Agricultural Science in selected secondary schools in Nsit Ibom Local Government Area, with a view to suggesting measures that will help improve the situation.</p> <br><p></p>