Abstract
The primary objective of this research was to investigate the impact of class size on the academic performance of physics students, with a specific focus on the Dekina local government area of Kogis state. The study employed a survey research design to achieve its objectives. The target population consisted of students enrolled in selected secondary schools within Dekina local government area of Kogis state. Five secondary schools were purposefully chosen as the study's sample population. To collect data, a questionnaire was utilized. Statistical analysis, including Pearson Correlation and T-test, using SPSS version 23, was applied to test the research hypotheses. The study's findings revealed that class size had a notable influence on various aspects of the learning process, such as teacher-student interaction, the amount of time teachers spent on classroom management, the quality of instruction, and ultimately, the academic outcomes of students. These factors collectively impacted a student's ability to achieve their academic goals. Consequently, the study concludes that a significant relationship exists between class size and academic performance. Based on these findings, the study puts forth several recommendations for educational stakeholders, government bodies, and school administrators. Recognizing the pivotal role of the learning environment, it is recommended that schools ensure well-equipped libraries, spacious classrooms, and natural surroundings. Additionally, teachers should enhance their classroom management skills and cultivate positive student-teacher relationships, as these improvements are likely to enhance students' academic performance not only in physics but also in other subjects.
CHAPTER ONE
INTRODUCTION
Background of the study
High-quality education serves as the cornerstone of global development and the preservation of individual freedoms. Consequently, there is a pressing need for a collective effort worldwide to formulate policies that bolster the quality of education, spanning from elementary schools to tertiary institutions. This endeavor must also encompass the establishment of rigorous and continuous monitoring mechanisms to address any factors that might hinder the pursuit of excellence in education on a global scale (Sedeke 2023). This is why many societies require children to attend school for a specific number of years or until they attain a certain age. The advantages of schooling are manifold, with a significant portion of them stemming from students acquiring new knowledge and skills that enhance their capacity for effective communication, problem-solving, and decision-making. Notably, the academic achievement of students in physics, particularly at the secondary school level, serves as not only a barometer of educational institutions' effectiveness but also a critical determinant of the prospects of the youth and the nation as a whole. Learning stands out as the conduit through which individuals and a nation can achieve their educational objectives. Consequently, learning outcomes have garnered widespread attention, prompting scholars to diligently investigate the factors that impede satisfactory academic performance, as noted by Nwankwo (2019). The recurring failures in external examinations conducted by bodies like the National Examination Council (NECO) and the West African Examinations Council (WAEC), as well as the subsequent subpar performance of undergraduates in universities in Nigeria and West Africa in general, can be primarily attributed to the lackluster attitudes of secondary school students. Various factors have been identified as potential culprits for these disconcerting trends, and one such factor is class size. Class size, as defined by Adeyemi (2018), refers to the average number of students per class in a school, while Hoffman (2016) characterizes it as the student-teacher ratio in a classroom. Ogbu (2019) describes class size as an instrumental gauge for assessing the performance of the education system. Within the schools, the buildings are divided or partitioned into classrooms; where teaching and learning take place. Furthermore, the learners in school are nurtured into morally, dependable persons according to their ages, classes or levels. Interestingly, Asodike and Onyeike (2016) described classroom as that place within the school where the teachers and students can be located regularly, where everyone supposedly knows one another and in which everyone works together. In addition, class size refers to the actual number of students in any natural classroom The impact of class size on academic performance of student in physics has been widely debated, with some attributing the deteriorating education standards, particularly at the elementary and secondary levels in Nigeria, to excessively large class sizes. However, others consider this a mere coincidence and attribute the decline in standards to other factors. While the effects of class size on students' academic performance have been documented, the influence of class size on students' academic performance in physics has received less scrutiny. Therefore, the purpose of this research is to investigate this relationship more comprehensively. This is due to the fact that physics is one of the bedrocks of growth and development in any nation as it trains students for the purpose of initiating, facilitating, and implementing technical development and also creating the awareness of technical literacy (Uwaifo, 2019). Additionally, Olugbade, Adekomi, and Sofowora (2016) observed that Physics has a more direct impact on national life and development as they contribute visibly in the areas of automobile technology, electrical and electronics, woodwork technology and other scientific advancement. Advanced countries have been able to achieve most of their feats as a result of advancement in science and technology.
STATEMENT OF THE PROBLEM
In most of our secondary schools in Nigeria today, the teacher–student ration has gone far beyond the stipulation of the national policy on education (Obiakor 2020). Students stay more than fifty in each class, seating arrangement are altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated class size due to the explosion of the population of children of school age. (Sedeke 2023). The poor funding of education in most third world countries does not enable the school system to have manageable class sizes, adequate classroom space and appropriate class utilization rates. The fact that these factors are capable of influencing the productivity of teachers and student’s academic performance especially in physics and other subjects, has necessitated this study to investigate the extent to which class factors like class size, large or small class size, student-classroom space and classroom utilization rate determined secondary school students’ academic performance in physics in Dekina local government of Kogi state of Nigeria.
PURPOSE OF THE STUDY
The study has one main purpose which is divided into general objectives and specific objective. The general purpose is to examine the influence of class size on academic performance of physics students in selected secondary schools in Dekina Local government of Kogi state. The specific objectives are;
- To examine the influence of class size on student academic performance in physics in Dekina LGA of Kogi state
- To ascertain if there is any significant relationship between class size and student academic performance in physics in the selected secondary schools
- To examine how effective is the policy guiding teacher-student ratio in physics classes in secondary schools
- To proffer suggested solution to the identified problems
SIGNIFICANCE OF THE STUDY
The importance of this study lies in the attempt to find a relationship between class size and academic performance of secondary school students in physics in Dekina LGA of Kogi state. The study will also be of great importance to the management of selected secondary schools in Dekina LGA as the findings of this study will help in proffering solution to the problem of class size and students’ academic performance in physics in the study area. The study will also be of importance to researchers who intend to embark on a study in a similar topic as the findings of this study will serve as a reference point to further research. The study will also be of importance to teachers, students, lecturer’s, academia’s and the general public as the study will contribute to the pool of existing literature on the subject matter and also contribute to knowledge.
RESEARCH QUESTIONS
The following research questions were formulated by the researcher to aid the completion of the study;
- Does class size have any influence on student academic performance in physics in Dekina LGA of Kogi state?
- Is there any significant relationship between class size and student academic performance in physics in the selected secondary schools?
- How effective is the policy guiding teacher-student ratio in physics classes in secondary schools?
RESEARCH HYPOTHESES
The following research hypotheses were formulated by the researcher to aid the completion of the study;
H0: There is no significant relationship between class size and student academic performance in physics in the selected secondary schools
H1: There is a significant relationship between class size and student academic performance in physics in the selected secondary schools
H02: Class size does not have any influence on student academic performance in physics in Dekina LGA of Kogi state
H2: Class size does have an influence on student academic performance in physics in Dekina LGA of Kogi state
- SCOPE OF THE STUDY
The scope of this study is to examine the influence of class size on academic performance of physics students in secondary schools in Dekina LGA of Kogi state as case study.
