
CLASS
SIZE AS A CORRELATE OF ACADEMIC PERFORMANCE OF INTEGRATED SCIENCE STUDENTS IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN IKERE-EKITI, EKITI
STATE.
SIZE AS A CORRELATE OF ACADEMIC PERFORMANCE OF INTEGRATED SCIENCE STUDENTS IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN IKERE-EKITI, EKITI
STATE.
CHAPTER
ONE
ONE
INTRODUCTION
Background to the Study
As school population
increases, class sizes also increase, the performances of students become an
issue. According to Dror (2005), class size has become a phenomenon often
mentioned in the educational literature as an influence on pupil’s feelings and
achievement, on administration, quality and school budgets. In his words he noted,
that class size is almost an administrative decision over which teachers have
little or no control. Most researchers start from the assumption that size of
the class would prove a significant determinant of the degree of success 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.
increases, class sizes also increase, the performances of students become an
issue. According to Dror (2005), class size has become a phenomenon often
mentioned in the educational literature as an influence on pupil’s feelings and
achievement, on administration, quality and school budgets. In his words he noted,
that class size is almost an administrative decision over which teachers have
little or no control. Most researchers start from the assumption that size of
the class would prove a significant determinant of the degree of success 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.
Class size refers to an educational
tool that can be used to describe the average number of students per class in a
school (Adeyemi, 2008). This varies from country to country. Kedney (2009)
saw it as a tool that can be used to measure the performance of the education
system. In relation to size, Stepaniuk
(2000) reported
that the rational utilization of classroom space depends upon class-size. This
in turn would depend upon the area of the classroom. He argued that there are
approved
norms of class-size, 40 pupils per class for grades 1 to 8 and 35 pupils per
class for the senior classes; while the standard allocation
of class space per pupil is 1:25 square metres. In this
regard, Dean (2004) compared class-size in some countries
and found that Turkey, Norway and Netherlands had
class-sizes of 20 more; the UK, USA, Japan, Canada and
Ireland had class-sizes of between 15 and 20 while France,
Sweden, Denmark,
Austria, Italy, Luxembourg and Belgium had sizes of below 15.
tool that can be used to describe the average number of students per class in a
school (Adeyemi, 2008). This varies from country to country. Kedney (2009)
saw it as a tool that can be used to measure the performance of the education
system. In relation to size, Stepaniuk
(2000) reported
that the rational utilization of classroom space depends upon class-size. This
in turn would depend upon the area of the classroom. He argued that there are
approved
norms of class-size, 40 pupils per class for grades 1 to 8 and 35 pupils per
class for the senior classes; while the standard allocation
of class space per pupil is 1:25 square metres. In this
regard, Dean (2004) compared class-size in some countries
and found that Turkey, Norway and Netherlands had
class-sizes of 20 more; the UK, USA, Japan, Canada and
Ireland had class-sizes of between 15 and 20 while France,
Sweden, Denmark,
Austria, Italy, Luxembourg and Belgium had sizes of below 15.
In
Nigeria, however, Okoro (2005) reported that the class-size in
secondary schools ranges between 35 or40 students. He argued that few pupils
per class are uneconomical, as they do not make full use of space, teachers
and teaching materials.
Adeyemi
(2008) too, reported
that average class-size influences the cost of education while capital cost could be
reduced by increasing
the average class-size in schools while Nwadiani
(2000)
argued that the higher the class-size, the lower the cost of education. He
contended however,
that
most classrooms are over-crowded spreading resources thinly and thereby affecting
the quality of education.
Ajayi (2000) supported the viewpoints and argued that in order to control rising
capital cost of education,
the average class-size could be increased. These points were also supported by Toth and Montagna (2002)
who reported that the increase in enrollment in many institutions which has
become major concerns of students could definitely lead to an increase in class size. Commeyras (2000)
however, disagreed with these
arguments
and reported that effective teaching seems impracticable for teacher educators
having large class
sizes
of 50, 75, 100 or more.
In
terms of outcomes, Schultz (2003) classified the outcomes of education into two
categories from the
economic
point of view. These are consumption and investment. Cohn (2005) referred to the
consumption aspect
as that related to benefits derived by students. He regarded the investment component as
including a variety
of outputs related to the enhancement of an individual’s or society’s productive
skills. Thus, Blaug (2003) argued that the extension of education tends to
raise the earnings of those who
benefited from it. In this
regard,
Simkins (2001) reported that output “represents the immediate results of
the system’s activities.” According to him, “the main outputs in education
are expressed in
terms
of learning, that is, changes in the knowledge, skills and attitudes of individuals as a
result of their experiences
within the educational system.” He argued that the educational system is a
productive system in
the
very sense that it produces outputs especially various forms of learning. He expressed
that the components of the
system could be represented in a
model
viz:
Nigeria, however, Okoro (2005) reported that the class-size in
secondary schools ranges between 35 or40 students. He argued that few pupils
per class are uneconomical, as they do not make full use of space, teachers
and teaching materials.
Adeyemi
(2008) too, reported
that average class-size influences the cost of education while capital cost could be
reduced by increasing
the average class-size in schools while Nwadiani
(2000)
argued that the higher the class-size, the lower the cost of education. He
contended however,
that
most classrooms are over-crowded spreading resources thinly and thereby affecting
the quality of education.
Ajayi (2000) supported the viewpoints and argued that in order to control rising
capital cost of education,
the average class-size could be increased. These points were also supported by Toth and Montagna (2002)
who reported that the increase in enrollment in many institutions which has
become major concerns of students could definitely lead to an increase in class size. Commeyras (2000)
however, disagreed with these
arguments
and reported that effective teaching seems impracticable for teacher educators
having large class
sizes
of 50, 75, 100 or more.
In
terms of outcomes, Schultz (2003) classified the outcomes of education into two
categories from the
economic
point of view. These are consumption and investment. Cohn (2005) referred to the
consumption aspect
as that related to benefits derived by students. He regarded the investment component as
including a variety
of outputs related to the enhancement of an individual’s or society’s productive
skills. Thus, Blaug (2003) argued that the extension of education tends to
raise the earnings of those who
benefited from it. In this
regard,
Simkins (2001) reported that output “represents the immediate results of
the system’s activities.” According to him, “the main outputs in education
are expressed in
terms
of learning, that is, changes in the knowledge, skills and attitudes of individuals as a
result of their experiences
within the educational system.” He argued that the educational system is a
productive system in
the
very sense that it produces outputs especially various forms of learning. He expressed
that the components of the
system could be represented in a
model
viz: