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EFFECT OF CLASS SIZE ON ACADEMIC PERFORMANCE OF UPPER BASIC 2 SCIENCE STUDENTS IN GBOKO LGA OF BENUE STATE
Chapter One: ‘
Introduction’
1.1 Background of the Study
The impact of class size on academic performance has been a long-standing topic of interest among educators, policymakers, and researchers. Class size refers to the number of students for whom a teacher is responsible during a given instructional period. The size of a class can significantly affect the quality of education and the level of individual attention students receive. In the context of Upper Basic 2 science students in Gboko Local Government Area (LGA) of Benue State, Nigeria, this study seeks to explore how variations in class size influence academic performance in science subjects.
Education is a critical pillar in the development of any society, and the quality of education received by students can significantly influence their future opportunities and contributions to the community. Among the various factors that affect the quality of education, class size has been a topic of considerable debate and research. Class size, defined as the number of students assigned to a teacher during a particular instructional period, is believed to play a crucial role in the learning process, impacting student engagement, teacher effectiveness, and overall academic performance.
In many educational systems, particularly in developing regions like Gboko Local Government Area (LGA) of Benue State, Nigeria, the issue of large class sizes has become increasingly prevalent. This situation is often attributed to factors such as population growth, limited educational infrastructure, and insufficient teaching staff. As a result, students, especially at critical educational stages like Upper Basic 2 (equivalent to the eighth grade), may experience challenges that hinder their academic progress, particularly in science subjects, which require a hands-on approach and individual attention.
Science education is vital for developing critical thinking, problem-solving skills, and a foundation for future careers in science, technology, engineering, and mathematics (STEM). Therefore, understanding the impact of class size on the academic performance of Upper Basic 2 science students is essential for implementing effective educational policies and practices. This study seeks to explore the relationship between class size and academic performance in science subjects among Upper Basic 2 students in Gboko LGA, with the goal of identifying optimal class sizes that support student achievement and engagement.
1.2 Statement of the Problem
In recent years, concerns have been raised about the declining performance of students in science subjects at the Upper Basic 2 level in Gboko LGA. Despite various educational reforms and investments, students continue to struggle with achieving satisfactory grades. One potential factor contributing to this issue is class size. Large class sizes may lead to overcrowded classrooms, limited student-teacher interaction, and inadequate instructional resources, which can negatively impact students’ understanding and engagement in science lessons. This study aims to investigate the correlation between class size and academic performance among Upper Basic 2 science students in Gboko LGA.
1.3 Objectives of the Study
The primary objectives of this study are:
To examine the current class size distribution among Upper Basic 2 science students in Gboko LGA.
To assess the academic performance of students in science subjects across different class sizes.
To determine the relationship between class size and students’ academic performance in science.
To identify other factors that may mediate the effect of class size on academic performance.
To provide recommendations for optimal class sizes to enhance the academic performance of students.
1.4 Research Questions
This study seeks to answer the following research questions:
What is the average class size for Upper Basic 2 science students in Gboko LGA?
How does class size affect the academic performance of students in science subjects?
Is there a significant difference in academic performance between students in small, medium, and large classes?
What other factors influence the academic performance of Upper Basic 2 science students in Gboko LGA?
What are the perceptions of teachers and students regarding the impact of class size on learning outcomes?
1.5 Hypotheses of the Study
The study will test the following hypotheses:
There is no significant relationship between class size and the academic performance of Upper Basic 2 science students in Gboko LGA.
There is a significant difference in the academic performance of students based on class size (small, medium, large).
Other factors such as teacher qualifications, availability of instructional resources, and student socio-economic background significantly influence academic performance, independent of class size.
1.6 Significance of the Study
This study is significant for several reasons. It will provide valuable insights into how class size impacts student learning, specifically in science subjects, which are crucial for developing critical thinking and problem-solving skills. The findings will be useful for educators, school administrators, and policymakers in making informed decisions about class size regulations and resource allocation. Additionally, the study will contribute to the broader academic literature on educational practices in Nigeria and other similar contexts.
1.7 Scope and Delimitation of the Study
The study focuses on Upper Basic 2 science students in public secondary schools within Gboko LGA of Benue State. It examines the impact of class size on academic performance, specifically in science subjects, while also considering other relevant variables. Private schools are excluded from the study to maintain consistency in the sample population. The study covers the academic performance data from the past two academic years to provide a comprehensive analysis.
1.8 Definition of Terms
Class Size: The number of students assigned to a single teacher during a specific period.
Upper Basic 2: The second year of the upper basic education level in Nigeria, equivalent to the eighth grade.
Academic Performance: The measurable outcomes of student learning, typically represented by grades or test scores in science subjects.
Gboko LGA: A Local Government Area in Benue State, Nigeria, where the study is conducted.
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