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

Project Abstract

The impact of class size on students' academic performance has been a subject of ongoing debate in the field of education. This research project 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 study utilized a quantitative research design to collect and analyze data from 300 students and 15 teachers across five secondary schools. The data collection instruments included questionnaires for students and teachers, as well as academic records to assess students' performance. The findings of the study revealed that there was a significant correlation between class size and students' academic performance in Agricultural Science. The results indicated that smaller class sizes were associated with higher academic achievement among students. Teachers in smaller classes were able to provide more individualized attention, support, and feedback to students, leading to improved learning outcomes. Additionally, students in smaller classes reported feeling more engaged, motivated, and confident in their academic abilities. Conversely, students in larger classes experienced challenges such as limited interaction with teachers, increased distractions, and reduced opportunities for active participation in class. These factors were found to negatively impact students' academic performance in Agricultural Science. The study also highlighted the importance of teacher-student relationships, classroom management strategies, and instructional practices in mitigating the effects of class size on students' learning outcomes. Overall, the findings of this research project contribute to the existing body of knowledge on the relationship between class size and students' academic performance. The results underscore the significance of class size as a critical factor influencing students' learning experiences and outcomes in Agricultural Science. The study recommends further research to explore the impact of class size on other subject areas and educational settings to provide a comprehensive understanding of this complex issue. Educators, policymakers, and school administrators can use the findings of this study to make informed decisions regarding class size policies and practices to enhance students' academic success and overall educational experience.

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>