ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
EFFECT OF
STUDENTS’ ABILITIES, CLASS SIZE AND ACADEMIC ACHIEVEMENT IN GOVERNMENT
ABSTRACT
The study
set out to examine the effect of students’ abilities, class size and academic
achievement in government in Badagry Local Government Area of Lagos State. In
order to carry out the study, three hypotheses were formulated and data
collected through a self-designed questionnaire and Government Achievement
Test. The sample used for the study consisted of 200 students and 20 teachers
selected from the senior secondary schools in Badagry Local Government Area of
Lagos State. The data collected were analyzed using chi-square and t-test
analysis. The study revealed that there is a significant relationship between
teachers poor attendance to classes and students’ academic achievements (X2cal
> X2tab, P < 0.05, df = 9). The study also revealed that there is
significant relationship between students’ inability to ask questions for
clarification in a large Government classes and
their academic performance in Government (X2cal > X2tab, P < 0.05,
df =
6). The study also revealed that there is a significant relationship
between inadequate conduct of tests and assignments by the teachers and
the students’ academic achievement in
Government (X2cal > X2tab, P < 0.05, df
= 3). The result obtained revealed that students’
abilities, class – size are ttthe major causes of low academic performance in
government (t-testcal > t-testcal, P < 0.05, df =
198).
Based on the
findings, it was recommended among other things that the number of students’ in
a class should not exceed 30, so that there would be adequate monitoring of the
students.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
It is
generally believed that students' ability towards a subject is a key factor
that determines the academic achievement of such students in that particular
subject. In other words high ability level towards a subject, result to good
academic achievement in that subject. While low ability level towards a subject
and government in particular, result to bad achievement in government. Also,
the size of a class is an important factor that determines the level of
academic achievement of students in government class. In recent times, the size
of a class has tremendously increased from the conventional 35-40 to about
90-100. This of course is not a welcome development, because it has reduced the
level of academic turnout which has an adverse be referred to as an educational
tool that can be used to describe the average number of students per class in a
school. Hoffman (2008) describes it as the number of students per teacher in a
class.
Kedney
(2009) stated that it is a tool that can be used to measure the performance of
the education system. In relation to size, Dean (2004) compared class size in
some countries and found that Turkey, Norway and Netherlands had class-sizes of
20 or more: the UK, USA, Japan, Canada and Ireland had class- sizes of between
15and 20, while France, Sweden, Denmark, Australia, Italy and Belgium had
class- sizes of below 15. Nwadiari (2000) argued that the higher the class
-sizes, the lower the cost of education. He contended however, that most
classrooms are overcrowded spreading resources thinly and thereby affecting the
quality of education. Commeyras (2003) however, reported that effective
teaching seems impracticable for teacher having large class- sizes of 75,100 or
more. In terms of outcomes of performance, schuitz (2003) classified the
outcome of education into two categories from the economic point of view. There
are consumption and investment. Conh (2005) referred to the consumption aspect
as that related to benefits derived by students. He regarded the investment
component as including a variety of out puts related to the enhancement of an
individuals or society productive skills. Thus, Blaug (2003) argued that the
earning of those who benefited from it. There is a tremendous increase in the
average size of class these days in Nigeria from what it used to be according
to Okoro (2005) 35-40 students to 90-100 and more. Ezewu and Okeye (1982), this
increase however as a result of the population of education through the
Universal Basic Education (UBE) 1999.
There is
open enrolment in schools without a corresponding provision of adequate
infrastructure. Teachers are in short supply, classrooms are not enough funds
to manage the greatly expanded school which collapse after a short while. Every
Nigerian child is entitled to education indeed it is describe that every
Nigeria child should be educated; otherwise he becomes a weak link in another
wise scrunching. To this end, it is very necessary for the teachers to know
their students personally. This is almost impossible because of the present
stage which a single teacher handles nearly 90-100 students in a class. The
student is denied such that the teacher can cooperate with students to harness
his or her interest, ambition and aptitudes into the proper course that would
lead to the most suitable career.
Given such
situation, the best the teacher could do is to stand in front of the class and
deliver lectures about individual differences are thrown away. They give up in
the face of such obstacle. Little or no attention is paid to student -teacher
or student -student interaction. This increase poor academic performance in
test and examination. However, students’ abilities in a lower class can be
hindered by the size of the classroom due to the above discussed issue, there
is need therefore to carry out a search on the effect of students’ abilities,
class-size and academic achievement in government.
1.2 Statement of the Problem
This study
specially investigated the understated problems. Overcrowding of classroom
which hinders teacher's movement around the classroom as such reducing room for
individual attention to students. Inaccurate continuous assessment records due
to large class- size which could lower academic achievement of students in
government class. Inadequate weekly test and assignment conduction due to
marking loads involved, which could also affect the academic achievement of
students in government class. Noisy classroom as a result of over-population
which discourage teachers and students alike from attending classes because of
high rate of undisciplined evident in a large class-size.
1.3 Purpose of the Study
The purposes
of the study are as follow:
1. To investigate, if not being able to ask
question for clarification in a crowded classroom could affect academic achievement.
2. To analyses the effects of teachers
inaccessibility to students for attention and assistance on their academic
achievement.
3. To examine how inaccurate continuous
assessment records could affect students’ academic achievement.
4. To
find out if teaching a large class could make a teacher develop carefree
attitude on the job.
1.4 Significant of the Study
The findings
will help the government and other researcher to understand the causes of low
academic achievement in an overcrowded government classroom, and its effects on
students' abilities. It will also help the government to take appropriate
measure in solving the problem of low academic achievement of students in
government.
1.5 Research Questions
Specifically,
this study answers the following questions.
1. What does poor attendance to
class by teachers and students as a result of large class-size have on
students' abilities which in turn have effect on student's academic
achievement?
2. What way does inability to ask
questions in a large class-size for clarification affect the students'
abilities which in turn have effect on academic of such students in government?
3. What are the implication of
inadequate conduct of test and assignment on students' abilities which in turn
have effect on students' academic achievement in government.
1.6 Research Hypotheses
The
following hypotheses were tested.
Ho1 : There
is no significant relationship between teachers' poor attendance to class and
students; academic achievement in government.
Ho2: There is no significant relationship between
students' inability to ask for clarification in a large class-size and their
academic achievement in government.
H03: There
is no significant relationship between inadequate conduct of test and
assignment by teachers and students' academic achievement in government.
1.7 Scope of the Study
The scope of
this study covers ten secondary schools in Badagry Local Government Area of
Lagos State owned and financed by Lagos State government.
1.8 Limitation of the Study
This study
was limited by area of coverage or population sample, time factor and easy
accessibility of information from the respondents.
1.9 Operational Definitions of Terms
Students: by
students in this study, we refer to all school pupils in Ojo Local Government
Area of Lagos State.
Teachers:
all government teachers in Senior Secondary Schools in Ojo Local Government
Area of Lagos State.
Class: A
four wall building that houses students and teachers for teaching and learning
process.
Large Class
Size: classes that have students ranging from 70 - 100 per class.
Academic
achievement: The level of useful turnout and their impact in the society at
large
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment