Full Project – EFFECT OF CLASS SIZE ON STUDENT LEARNING OUTCOMES

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ABSTRACT

The study examined effect of class size on student learning outcomes. The study looked at the class size as it relates to learning outcomes of student in Abeokuta South Local Government Area of Ogun state. The population of the study were all students in Junior Secondary School in Abeokuta South Local Government Area of Ogun state. 100 respondents were used for the study through Random Sampling Techniques. The data collected were analysed using simple percentage. The findings of this study shows that the effect of class size on learning outcomes of Junior Secondary School student has tremendous positive effects on learning outcomes. It was recommended that policy makers and government should ensure that more classrooms are built and number of students in a class should not be more than 30. The Parent Teacher Association (PTA). Philanthropist and other charitable organizations are also implored to compliment the effort of the government to boost the performance of students J.S.S by building more classrooms and buildings.

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

As school population increases class sizes also increase, the performances of students become an issue. According to Dror (1995), class size has become a phenomenon often mentioned in the educational literature asan influence on pupil’s feelings and performance, on administration, quality and school budgets. In his words henoted, that class size is almost an administrative decision over which teachers have little or no control. Mostresearchers start from the assumption that size of the class would prove a significant determinant of the degree ofsuccess of students. In fact, with the exception of a few, many studies have reported that under ideal situation, class size in itself appears to be an important factor. The first issue that calls for immediate clarification is what number of students should constitute a large group and what should be described as a sall group? In describing a small group, Bray (1990) observed that they have few teachers with small pools of talent; offer limited range ofsubjects and characteristically finding it hard to justify costly investment on libraries… their pupils lack competition and interest with relatively few peers as they get stucked with same teacher for an entire school career.

The description appears to be an anti-type of what obtains in large group. Large school/class size on the otherhand are often impersonal, having broader curricula with teachers being given wider support, while students maysuffer discipline problems as teachers cannot get to know their students very easily. They find it easy to streamstudents according to ability while commitment to work may stand a test of time. In terms of numerical strength,the National Policy on Education (1977 revised in 1981) specified 20 in pre-primary, 30 in primary andmaximum of 40 in secondary schools. These directives appear unrealistic in urban areas as a result of highpopulation. From studies conducted, the size of large classes range from 30-336 and small from 8-45 (Kolo1991). The empirical literature on class size and its relationship to learning outcomes has been unwieldy andconfusing. According to Jordan (1964), in his analysis of the inter-relationship of intelligence, performance andsocio-economic status of high schools, concluded that School Location among other variables was directly related to mean performance level of students in all the sampled subjects. However, the report by someresearchers on elementary school pupils revealed that the size of school and length of attendance have little or noeffect upon pupils’ performance when educational opportunities are comparable. In his conclusion, he assertedthat teachers generally, have definite preference for the size of schools in which they wish to teach and that thelarger the size, the lower the level of students’ performance will tend to be. The observation which agrees with the findings of Sitkei (1968) and Walberg (1969) that a significant and consistent relationship exist in theperformance of students in small classes of about 1-20 pupils that obtained higher scores in science tests thantheir counterparts in large classes are necessary for student performance.

Expressing a divergent view, Silver as cited by Bolton (1988) found that there was no significant difference inpost test performance scores between large classes and small classes control groups; he concluded that larger issometimes better. Earlier, Keeves (1978) acceded that type of school did not make a contribution to academicperformance, however, Carpenter and Western (1984) found that school type makes a difference in studentslearning outcomes. Hatis and Spay citing Smith and Glass and Glass et al as a corollary to the abovestatement indicated through meta-analyses that, compare to larger classes, small classes lead to higher pupilsperformance, more favourable teacher effects (e.g morale, attitude towards students) greater attempts inindividualized instruction, a better classroom climate and more favorable student effects (e.gself concept,participation). In another development, Finn and Achilles (1990) observed in a longitudinal analysis of a portionof their large scale experiment (describing Kindergarten and teachers) that students in small classes out-performtheir peers in kindergarten classes of regular size… (regular class size here means large classes). According to astudy conducted in United States, Campbell (1980) remarked that students from large schools were exposed tolarge number of school activities and the best of them achieved standards that were unequaled by students insmall schools. However, he observed that students in small schools participated in more activities, (bothacademics and extra- curricular activities). The study concluded that the versatility and performance of pupils insmall schools were consistently higher. The assertion made by Campbell appears confusing as he failed topin-point the one that is more reliable.

In his contribution, Ornstein (1990) discovered that in a 10-year study of high schools in Illinois, the lowestperformance on three separate standard tests occurred in schools with fewer than 495 students. The highestperformance, however, was found in schools with 495 to 1,280 students. The situation was slightly differentfrom this in Ekiti State where schools with fewer students recorded better results, than schools with largerstudents’ population (Owoeye, 1991) factors such as socio-economic status and geographical location wereaccounted for but these were eliminated as possible explanations. Similar view had earlier been expressed byGeorge (1958) when he reported in his research on high school class rank and learning outcomes thatgraduate from high school seem to perform better academically in college when the high school from which thestudent graduated has a large graduating class.

1.2 STATEMENT OF THE PROBLEM

The issue of class size and its impact on student learning outcomes has been a topic of interest and debate in the field of education for many years. Researchers have conducted numerous studies to examine the relationship between class size and student achievement. The findings from these studies have been mixed, with some suggesting that smaller class sizes lead to better learning outcomes, while others argue that class size has little to no effect on student performance.

One of the main arguments in favor of smaller class sizes is that they allow for more individualized attention and interaction between teachers and students. With fewer students to manage, teachers can devote more time to each student, providing personalized instruction and addressing their specific needs. This increased attention and support can lead to improved learning outcomes, as students receive the guidance and feedback necessary for their academic growth.

On the other hand, proponents of larger class sizes argue that they promote collaboration and social interaction among students. In larger classes, students have the opportunity to work in groups, engage in discussions, and learn from their peers. This collaborative learning environment can enhance critical thinking skills, problem-solving abilities, and overall academic performance. Additionally, larger class sizes may also expose students to a more diverse range of perspectives and experiences, further enriching their learning.

However, it is important to consider the potential drawbacks of both small and large class sizes. In smaller classes, there may be limited opportunities for students to learn from their peers or engage in group activities. Additionally, the availability of resources and specialized support may be more limited in smaller classes, potentially hindering student learning. In larger classes, individualized attention from teachers may be more challenging to provide, leading to less personalized instruction and support for students.

Another factor to consider is the subject matter being taught. Some studies have found that the impact of class size on student learning outcomes varies depending on the subject. For example, smaller class sizes may have a greater impact on subjects that require more individualized attention, such as mathematics or foreign languages. In contrast, larger class sizes may be more suitable for subjects that benefit from collaborative learning, such as social sciences or group projects.

The effect of class size on student learning outcomes is a complex issue with no definitive answer. While smaller class sizes may provide more individualized attention and support, larger class sizes can foster collaboration and social interaction. The impact of class size may also vary depending on the subject being taught. Ultimately, finding the optimal class size for maximizing student learning outcomes requires a careful consideration of various factors, including teaching methods, resources, and student needs.

1.3 PURPOSE OF THE STUDY

The purpose of this research work is to determine the Effect of class size on student learning outcomes in Abeokuta South Local Government Area of Ogun State. The objectives are to:

(i) find out the limitations of small class size on the learning outcomes of J.S.S students.

(ii) Evaluate the benefits of larger class size on the learning outcomes of J.S.S students.

(iii) Find out if students show more appreciation for one another on the learning outcomes in J.S.S students.

(iv) Examine effect does class size have on the interaction among students on the learning outcomes of J.S.S students.

1.4 RESEARCH QUESTIONS

The following relevant questions will be of great assistance to this research project in the sense that the research questions will be an illumination into the topic of focus.

These questions are:

(i) What are the limitations of small class size on the learning outcomes of J.S.S students?

(ii) What are the benefits of larger class size on the learning outcomes of J.S.S students?

(iii) What makes the students show more appreciation for one another on the learning outcomes in J.S.S students?

(iv) What effect does class size have on the interaction among students on the learning outcomes of J.S.S students.

1.5 SIGNIFICANCE OF THE STUDY

The study on the effect of class size on student learning outcomes holds great significance in the field of education. Class size has long been a topic of debate among educators, policymakers, and researchers. Understanding how class size impacts student learning outcomes can provide valuable insights into designing effective educational strategies and policies.

One of the key reasons why this study is significant is that it can help inform decisions regarding resource allocation in schools. If the study finds that smaller class sizes lead to improved learning outcomes, it could justify the allocation of additional resources to reduce class sizes. On the other hand, if the study shows that class size has minimal impact on learning outcomes, resources could be allocated to other areas that may have a greater influence on student success.

Another reason why this study is important is its potential to shed light on the effectiveness of different teaching methods in different class sizes. For example, if the study finds that smaller class sizes are more conducive to student engagement and participation, it could encourage educators to adopt more interactive teaching approaches in smaller classrooms. Conversely, if larger class sizes are found to be equally effective, it could provide evidence for the scalability of certain teaching methods.

The study’s findings can also have implications for teacher-student relationships. Smaller class sizes may allow teachers to provide more individualized attention and support to students, fostering stronger relationships and a more personalized learning experience. Understanding the impact of class size on teacher-student interactions can help educators create environments that promote positive relationships and enhance student engagement.

Additionally, the study’s significance extends beyond the classroom. It can have implications for educational policy and funding decisions at the district, state, and national levels. If the study demonstrates a clear link between class size and learning outcomes, policymakers may be more inclined to invest in reducing class sizes as a means of improving educational quality. Conversely, if the study shows that class size has limited impact, policymakers may focus their efforts and resources on other areas of education reform.

Finally, this study holds significance for future research in the field of education. It can serve as a foundation for further investigations into the complex relationship between class size and student learning outcomes. By building upon the findings of this study, researchers can delve deeper into the underlying mechanisms and factors that contribute to the observed effects, ultimately leading to a more comprehensive understanding of how class size influences student success.

1.6 SCOPE OF THE STUDY

The study examines Effect of class size on student learning outcomes. The study covered some selected Junior Secondary Schools in Abeokuta South Local Government Area of Ogun State.

1.7 LIMITATION OF THE STUDY

This research project is limited to some selected Junior Secondary Schools in Abeokuta South Local Government due to financial and time constraints.

1.8 DEFINITION OF TERMS

Class Size: Is typically defined as the number of students for whom a teacher is primarily responsible during school year.

Learning outcomes: Learning outcomes or (academic) performance is the outcome of education the extent to which a student teacher or institution has achieved their educational goals.

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Full Project – EFFECT OF CLASS SIZE ON STUDENT LEARNING OUTCOMES

Full Project – EFFECT OF CLASS SIZE ON STUDENT LEARNING OUTCOMES

Full Project – EFFECT OF CLASS SIZE ON STUDENT LEARNING OUTCOMES

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