THE IMPACT OF CLASS SIZE AND OVERPOPULATION ON SECONDARY SCHOOL STUDENT ACADEMIC ACHIEVEMENT

THE IMPACT OF CLASS SIZE AND OVERPOPULATION ON SECONDARY SCHOOL STUDENT ACADEMIC ACHIEVEMENT

CHAPITER 1

INTRODUCTION

1.1 THE STUDY’S BACKGROUND

Student performance issues arise as a result of growing class sizes and an escalating student body at the institution. According to Dror (1995), class size is now a subject that is regularly discussed in the educational literature since it affects administration, quality, and school budgets in addition to the attitudes and academic performance of students. Almost entirely, in his opinion, class size is an administrative decision over which instructors have little or no control. Most studies start off with the assumption that class size will be a significant factor in determining students’ level of performance. However, most studies—with the exception of a few—have demonstrated that, under ideal conditions, class size appears to have a considerable impact (Brian, 1996). How many students should be regarded as a large group and how many as a small group is the first issue that needs to be resolved. According to Bray (1990), a small group is one that offers a limited range of disciplines, has a small number of professors with limited skill sets, and frequently finds it challenging to justify major library investments. Because they have the same teacher their entire time in school, their students don’t compete or show much interest. According to Vincent (1987), the description seems to be the exact reverse of what takes place in large gatherings. On the other side, huge school or class sizes are typically impersonal, with wider curricula and more support for teachers, but kids may have behavior problems because teachers can’t easily get to know their students. In contrast to work ethic, which may stand the test of time, they find it easy to categorize children into groups depending on their talents. In pre-primary, primary, and secondary schools, the National Policy on Education (1977; revised in 1981) set numerical strength limits of 20 for pre-primary, 30 for primary, and 40 for secondary. These directions appear unfeasible due to the dense urban population. According to statistics, small classrooms typically have 8–45 people, and large courses often have 30–336 (Kolo, 1991). It has been difficult and confusing to do empirical studies on class size and academic achievement. Jordan (1964) examined the relationships between intellect, accomplishment, and the socioeconomic status of high schools and found that School Location, among other characteristics, was directly related to the mean achievement level of students in all the chosen disciplines. According to a report by some researchers on primary school students, however, the size of the school and length of attendance have little to no impact on children’s achievement when educational opportunities are similar. In his conclusion, he asserted that teachers had a definite preference for the size of the schools in which they wished to teach and that the level of student accomplishment decreased with increasing school size. The evidence that supports Walberg’s (1969) conclusions that there is a strong and constant correlation between the accomplishment of students in small classrooms of approximately 1–20 students who performed higher on scientific examinations than their counterparts in large courses is crucial for student achievement. Numerous studies have been conducted on the effects of class size on student attitudes, behaviors, and outcomes. The majority of these studies have concentrated on how class size affects students’ academic achievement in elementary school and even in preschool. Parents, educators, school administrators, and lawmakers are all in agreement that smaller class sizes result in improved student learning and performance (Sitkei, 1968). On the other hand, empirical evidence haven’t always supported the general consensus. While some studies suggest that class size affects students’ academic achievement, others vehemently disagree, showing that class size has little to no bearing on the objective outcomes of students. Class size can sometimes be inferred from pupil-teacher ratios at the state, district, or school level rather than being directly seen, which makes it difficult to pinpoint the causal relationship between class size and student outcomes like success. Class size may be endogenous in a student outcome equation since many of the data sets used to study this topic are cross-sectional, which means they cannot take into account for fixed student, teacher, class, or school impacts (Esther, 1970). But the consensus among researchers who have studied this issue is that, if class size matters at all, it has the biggest effect at the primary school level. Few studies have examined the potential impact that class size may have on tertiary education outcomes. It is obvious that the learning environment and educational atmosphere are very different from those of an elementary school classroom. However, the widespread belief that having smaller class sizes is advantageous still holds true in higher education. Class size is one of the fifteen elements that go into the methodology used by U.S. News & World Report to rank colleges, despite the fact that there is no conclusive evidence to support a significant negative impact of class size on student accomplishment. When the total population of a place exceeds the capacity of its resources, overpopulation results. According to Osuji (2008), underdevelopment of resources in relation to the population is another indicator of overpopulation. This indicates that the available resources cannot support the population as it is. Evidence suggests that more students are enrolling in urban schools (Andy, 2004). The constant availability of recreational amenities, which keeps pupils occupied after school, is one of the factors leading to the overcrowding of secondary schools in urban areas. The Nigerian educational system has suffered as a result of the underrepresentation of secondary school pupils, with terrible results in terms of loss of quality and its effects. There is a possibility that the overpopulation problem is to responsible for a great deal of suffering, crime, social unrest, corruption, and so forth. As a result, there will be a lower level of education.

However, this study will look at how overcrowding and class size affect secondary school students’ academic ability.

Statement of the problem: 1.2

In 2004, there were 225 secondary schools in Abia State, while there were 118,200 secondary schools nationwide in Nigeria, according to the Federal Ministry of Education (205). The Osisioma Municipal Council had about seven (7) secondary schools serving a total of 7,615 students. According to the Federal Ministry of Education, this statistic was much higher than that of 1999 since at the time it was being used to attract the attention of the Federal Government. According to the aforementioned number, there are currently almost 21828 secondary schools in Nigeria, with 312 secondary schools located in the state of Abia and 9 in the municipality of Osisioma. Urban secondary school enrollment has increased steadily over time (Uche, 2007). Despite not growing in terms of infrastructure, teachers, or other factors, this has remained constant. It is necessary to ascertain whether the increase in student population has a direct impact on their academic performance in order to address the decline in the quality of education and output. It is also necessary to ascertain the reasons behind the increase in student enrollment in government secondary schools in the Osisioma educational zone as well as what can be done to address the problem.

1.3 PURPOSE OF THE STUDY

This study’s main objective is to ascertain the effects of overcrowding and class size on secondary government students’ academic performance in particular.

Calculate the secondary public schools’ student-to-teacher ratio.

ii. Ascertain the causes of the increase in secondary government school enrollment.

iii. Analyze the effect of a rise in enrollment in government secondary schools on the academic performance of secondary school pupils.

iv. Offer suggestions for preventing the student population from expanding.

1.4 QUESTIONS FOR RESEARCH

I. What is the secondary public school student-to-teacher ratio?

What are the causes of the increase of students enrolled in government secondary schools?

What effects will an increase in enrollment in government secondary schools have on the academic standing of secondary school students?

iii. How can the number of students be stopped from increasing?

1.5 THE STUDY’S SIGNIFICANCE

This study will be very beneficial to students, instructors, educational planners, the government, and society at large. It will help kids become more enthusiastic about going to school and will boost their academic performance. Since fewer students mean better teacher-student interactions, which foster effective and efficient academic performance, it will help teachers become more adept at managing the classroom. It will serve as a reference tool for educational planners, enabling them to confirm the number of students in relation to the number of schools with room for them. It will serve as a guide for the government in deciding whether it is necessary to upgrade the teaching and learning facilities. The research will be very helpful to society as a whole since it will help to produce qualified individuals who will positively contribute to the advancement of society and because it will act as a resource and reference for future pupils.

1.6 THE STUDY’S SCOPE

The sample for this study came from one local government in Osisioma, Abia State, due to time and money restrictions.

1.7 THE STUDY’S LIMITATION

Lack of funding and time were the main obstacles that prevented this project from being completed.

1.8 TERMINAL DEFINITIONS

A condition when there is an excessively high population is called overpopulation.

Academic: anything having to do with learning.

A secondary school is a learning institution between elementary and college levels.

ACHIEVEMENT: When a student succeeds in achieving their academic goal.

THE NUMBER OF STUDENTS IN A CERTAIN COURSE OR CLASSROOM IS CALLED THE “CLASS SIZE.”