Effect of Class Size on Academic Achievement of Chemistry Students in Ikere Local Government Area of Ekiti State, Nigeria
Keywords:
Class size, academic achievement, chemistry student, school discipline
Abstract
This research investigated the effect of class size on academic achievement of chemistry students secondary schools in public in Ikere local government area of Ekiti State. The study was guided by four (4) objectives which were raised into three (3) research questions and formulated into four (4) hypotheses. The study adopted quasi – experimental research design. The sample size of eighty (80)respondents were used for the study using purposive sampling technique to select a school that practices co-educational school with at least 100 Chemistry students in the SS2 classes. The class was grouped into two. Group 1 named large class consisted of 50 students while the second group, Group 2 was named small class with 30 Chemistry students. The instrument for data collection in the study was a student Chemistry Achievement Test (SCAT). The test retest method of reliability was used to ascertain the reliability index of the instrument using Pearson’s Product Moment Correlation (PPMC). A coefficient of 0.85 was obtained. Frequency counts and percentage were used to analyse the demographic data of respondents while the hypotheses were tested using inferential statistics of t-test. Based on the findings of the study, the researcher concluded that Chemistry class size either small or large class size had no effects on students’ academic achievement but students’ achievement in either small or large class size could be affected by factors like teachers’ effectiveness, teaching method, instructional materials available for use etc. Students’ treatment in either large or small class size had no effects on Chemistry achievement scores of students taught in small class and those in large class in the post-test. Class size did not affect Chemistry achievement scores of male and female students taught in small class in the post-test. Gender Chemistry achievement is independent of large class in the post-test. Therefore, based on the findings, appropriate recommendations were made.
References
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Bonseronning, H. (2003). Class size effects on student achievement in Norway: Patterns and explanations. Southern Economic Journal, 69(4), 952-965.
Borland, M., Howsen, R. M. & Trawick, M. W. (2005). An investigation of the effect of class size on student academic achievement. Education Economics,13(1), 783.
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Ikolo, V. E. (2011). Effect of classroom size on students’ academic performance of secondary school students in Kosofe Local Government Area of Lagos State. Unpublished M.Ed Dissertation, Lagos State University Ojo.
Imoke, F. (2006). Class size and academic success among adolescent Nigerians. Ile-Ife: Obafemi Awolowo University Press Ltd.
Jegede, S. A. (2010). Nigerian Students Perception of Technical Words in Senior Secondary School Chemistry Curriculum. Pakistan Journal of Social Sciences, 7(2), 109-111.
Johnson, I. (2010). Class Size and Student Performance at a Public Research University: A Cross-Classified Model. Research in Higher Education, 51, 701-723. 10.1007/s11162-010-9179-y.
Karbalaei, A. (2012). Critical thinking and academic achievement, Íkala, revista de lenguaje y cultura, 17(2), 121-128.
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Kasumi, H. (2014). smaller class size improves student achievement, Scientific research of the Union of Scientists in Bulgaria-Plovdiv, series A. Public sciences, art and culture, I.
Kedney, R. J (2013). Performance measurement in non-advanced further education: The use of statistics. Unpublished PhD. Thesis, University of Lancaster, United Kingdom.
Korau, Y. K. (2006). Educational Crises Facing Nigerian Secondary Schools and Possible Solutions, being a paper presented at Faculty of Education, University of Ibadan.
Maguson, K. (2007). Material education and children’s academic achievement during middle childhood. Developmental Psychology, 4, 149-152.
Mahlo, D. (2015). A Comparative Study of Class Size and Academic Achievement of Pupils in Boarding and Non-Boarding Schools, International Journal of Education and Science, 11(2), 128-136.
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McKee, G., Sims, K., & Rivkin, S. (2015). Disruption, learning, and the heterogeneous benefits of smaller classes. Empirical Economics, 48(3), 1267-1286.
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Mick, Z. (2011). South Carolina School Environment Initiative. South Carolina Department of Education, Columbia.
Mokobia, M. O. & Okoye, N. S. (2011). Effect of class size on the teaching and learning of in secondary schools in Delta state, Nigeria. Journal of Education and Policy, 3(1), 1 - 7.
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Yusuf, H. (2015). Effect of class size on the listening skills of primary (5) pupils in Zaria Local Government Area of Kaduna State. Unpublished M.Ed dissertation, Ahmadu Bello University, Zaria.
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Adimonyemma, N. R., Akachukwu, E. E. & Igboabuchi, N. A. (2018). Impact of Class Size on Students’ Academic Performance in Biology in Idemili North Local Government Area of Anambra State, International Journal of Education and Evaluation, 4(8), 22-32.
Ajayi, O. V., Audu. C. T. & Ajayi, E. E. (2017). Influence of class size on students’ classroomdiscipline, engagement and communication: a case study of senior secondary schools in Ekiti State, Nigeria, Sky Journal of Educational Research, 5(5), 60-67.
Akem, J. A. (2008). Continuous assessment: A practical handbook for schools. Makurdi: Selfers academic press limited.
Ali, H. O. (2012). Family Type and Students’ Academic Achievement in Junior Secondary Schools: A case study of Abua/Odua Local Government Area of Rivers State, Nigeria. Journal of Research and Development, 4(2), 47-55.
Aliu, E. (2015). Class size and learning environment. Ibadan: College Press.
Amadahe, F. K. (2016). Large classes in Ghanaian universities: Challenges and innovations. Paper presented at the First International Symposium on Strategies for Effective Teaching in Tertiary Education, Cape Coast, Ghana, May 11-12, 2016.
Angelo, T. A. (2008). Classroom assessment techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass.
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Aturupane, H., Glewwe, P. & Wisniewski, S., (2013). The impact of school quality, socio-economic factors, and child health on students’ academic performance: evidence from Sri Lankan primary schools. Education Economics. 21, 2-37.
Azigwe, J. B.,Kyriakides, L., Panayiotou, A. & Creemers, B. P. (2016). The Impact of Effective Teaching Characteristics in Promoting Student Achievement in Ghana. International Journal of Educational Development. 51, 51-61.
Barry, J. (2005). The effect of socio economic status on academic achievement. Spring, Wichita, KS: Wichita state university.
Bhat, M. A. (2013). Academic Achievement of Secondary School Students in Relation to Self-Concept and Parental Encouragement, International Journal of Recent Scientific Research, 4(6), 738- 741.
Bonseronning, H. (2003). Class size effects on student achievement in Norway: Patterns and explanations. Southern Economic Journal, 69(4), 952-965.
Borland, M., Howsen, R. M. & Trawick, M. W. (2005). An investigation of the effect of class size on student academic achievement. Education Economics,13(1), 783.
Bosworth, R. (2014). Class size, class composition, and the distribution of student achievement. Education Economics. 22(2), 141-165.
Bruhwiler, C. & Blatchford, P. (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction, 21(1), 95-108.
Cho, H., Glewwe, P., & Whitler, M. (2012). Do reductions in class size raise students’ test scores? Evidence from population variation in Minnesota's elementary schools. Economics of Education Review, 31(3), 77-95.
Crosnoe, R. (2004). School size and the interpersonal side of education: an examination of race/ethnicity and organizational context. Social sciences Quarterly, 85(5), 1259-1274.
Doyle, W. (2014). Classroom organization and management. In M. C. Wittrock (Ed.). Handbook of research on teaching (3rd ed.). New York: Macmillan.
Dror, Y. (2009). School locations as a function of uniqueness, autonomy integrated and comprehensiveness: An historical model with current implication. Journal of Educational Administration and History, 27(1), 35 - 50.
Eamon, M. K. (2005). Socio-demographic, school, neighbourhood, and parenting influence on academic achievement of Latino young adolescent. Journal of youth and adolescents, 34(20), 163-175.
Eboatu, V. N. & Ehirim, J. U. (2018). Perceived Effect of Class Size on Academic Achievement of Junior Secondary School Students in Awka North Local Government Area of Anambra State, Nigeria, International Journal of Research and Innovation in Social Science (IJRISS),II(VI), 150-155.
Evans, D. K. & Popova, A. (2015). What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews. The World Bank.
Eze, S. (2010). Effect of practical knowledge of Chemistry as predictors of students’ performance in theoretical aspect of Chemistry. Unpublished PhD thesis, University of Nigeria, Nsukka.
Fabunmi, M., Brai-Abu, P. & Adeniji, I. A. (2007). Class factors as determinants of secondary school student's academic performance in Oyo State, Nigeria. Journal of Social Science, 14(3), 243 -247.
Federal Government of Nigeria, (2013). National policy on education and 4 year strategic plan for the development of the education sector:
2011 - 2015. Yaba, Lagos: NERDC Press.
Filges, T., Sonne‐Schmidt, C. S & Bjørn, C. V. N. (2018). Small class sizes for improving student achievement in primary and secondary schools: a systematic review, Campbell Systematic Review Wiley Online Library, 12-20.
Garret, D. J. (2008). Classroom management Essentials. London: Cambride University Press.
Hattie, J. A. (2009). Visible learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York, NY: Routledge.
Hoxby, C. (2000). The Effects of Class Size on Student Achievement: New Evidence from Population Variation. The Quarterly Journal of Economics, 115. 1239-1285. 10.1162/003355300555060.
Ikolo, V. E. (2011). Effect of classroom size on students’ academic performance of secondary school students in Kosofe Local Government Area of Lagos State. Unpublished M.Ed Dissertation, Lagos State University Ojo.
Imoke, F. (2006). Class size and academic success among adolescent Nigerians. Ile-Ife: Obafemi Awolowo University Press Ltd.
Jegede, S. A. (2010). Nigerian Students Perception of Technical Words in Senior Secondary School Chemistry Curriculum. Pakistan Journal of Social Sciences, 7(2), 109-111.
Johnson, I. (2010). Class Size and Student Performance at a Public Research University: A Cross-Classified Model. Research in Higher Education, 51, 701-723. 10.1007/s11162-010-9179-y.
Karbalaei, A. (2012). Critical thinking and academic achievement, Íkala, revista de lenguaje y cultura, 17(2), 121-128.
Kassile, T. (2014). Pass rates in primary school leaving examination in Tanzania: Implication for efficient allocation of resources. South African Journal of Education, 34(2), 1-21.Retrieved from http://www.scielo.org.za.
Kasumi, H. (2014). smaller class size improves student achievement, Scientific research of the Union of Scientists in Bulgaria-Plovdiv, series A. Public sciences, art and culture, I.
Kedney, R. J (2013). Performance measurement in non-advanced further education: The use of statistics. Unpublished PhD. Thesis, University of Lancaster, United Kingdom.
Korau, Y. K. (2006). Educational Crises Facing Nigerian Secondary Schools and Possible Solutions, being a paper presented at Faculty of Education, University of Ibadan.
Maguson, K. (2007). Material education and children’s academic achievement during middle childhood. Developmental Psychology, 4, 149-152.
Mahlo, D. (2015). A Comparative Study of Class Size and Academic Achievement of Pupils in Boarding and Non-Boarding Schools, International Journal of Education and Science, 11(2), 128-136.
Makinde, B. O. (2011).Teachers and classroom climate. Journal of Research in Counseling Psychology, 6(2), 13-30.
McIntyre, T. (2005). Assertive discipline. Hunter Education Publication.
McKee, G., Sims, K., & Rivkin, S. (2015). Disruption, learning, and the heterogeneous benefits of smaller classes. Empirical Economics, 48(3), 1267-1286.
Michael, K. (2010). The Effects of Class size on Student Academic Achievement in a Rural State. Published Ph.D Dissertation, University of Vermont, U.S.A.
Mick, Z. (2011). South Carolina School Environment Initiative. South Carolina Department of Education, Columbia.
Mokobia, M. O. & Okoye, N. S. (2011). Effect of class size on the teaching and learning of in secondary schools in Delta state, Nigeria. Journal of Education and Policy, 3(1), 1 - 7.
Muleyi, G. (2008). Effects of home factors and type of school on academic performance of Girls in Bungoma District (Unpublished M. Phil. Thesis), Moi University, Eldoret.
Muraina, M. B. & Muraina, K. O. (2014). Class size and school climate as correlates of secondary school students' scholastic achievement in Itesiwaju local government area of Oyo state, Nigeria. Global Journal of Humanitarians and Social Science, 14(3), 15 -21.
Normore, A. & Ilon, L. (2006). Cost-effective school inputs: Is class size reduction the best educational expenditure for Florida? Educational Policy, 20, 429-454.
Ogunyemi A. O. & Hassan, E. M. (2011). Academic self-efficacy study. Study of Educational Issues, 4(1), 3- 11.
Okebukola, P. A. O. (2005). The Race against Obsolescence: Enhancing the Relevance of STAN to National Development, Memorial Lecture Series, 17, Science Teachers’ Association of Nigeria.
Olagunju, A. M., Adesoji, F. A., Iroegbu, J. O. & Ige, T. A. (2018). Innovations in science teaching for the new Millennium, In O. Ayedele-Bamisaiye, L.A. Nwazuoke and A. Okedrim (Eds) Education: This Millennium - innovations in theory and practice. Ibandan, Nigeria: Macmillan publisher Nigeria.
Olatunde, Y. P. (2010). Class size and students’ mathematics achievement of senior secondary schools in South-Western Nigeria. The Social Sciences, 5(2), 108-112.
Oloyede, I. O. (2010). Enhanced Mastery Learning Strategy on the Achievement and Self Concept in Senior Secondary School Chemistry. Humanity and Social Sciences Journal, 5(1), 19-24.
Omwirhiren, E. M. & Anderson, F. E. (2016). Effect of class size and students’ attitude on academic performance in at demonstration secondary school, Ahmadu Bello University Zaria, Nigeria. IOSR Journal of Research and Method in Education, 6(1), 1-6.
Opara, F. & Waswa, P. (2013). Enhancing students’ achievement in Chemistry through the Piagetian Model: The learning Cycle. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 4(4), 1270-1278.
Owoeye, J. S. & Yara, P. O. (2011). School location and academic achievement of secondary school in Ekiti `State, Nigeria. Journal of Asian Social Science. 7(5).
Oyeniran H (2014). The influence of class size on students’ academic performance in Ikorodu Local Government Area of Lagos State. (Unpublished M.Ed Dissertation).
Pember, S. T. & Humbe, T. T. (2009). Science Education and National Development. Being a paper presented at the ASSUTIBS Maiden National Conference at CEO Katsina- Ala 6th -9th October.
Pong, S. and Pallas, A. (2001). Class size and 8th grade math achievement in the U.S. and abroad. Educational Evaluation and Policy Analysis, 23(3), 251-273.
Resnick, L. (2018). Class size: Counting kids can count. American Educational Research Association, 1(2), 1-4. Retrieved online from https://core.ac.uk/download/pdf/51066398.pdf
Saage, O. (2009). Causes of mass failure in Mathematics examination among students. A Commissioned paper presented at Government Day Secondary School. Karu Abuja Science Day 1st March.
Sesugh, S. (2012). The class size debate: Is small better. Nigeria: Open University Press.
Sparks, J. (2010). Teaching Large Classes. Retrieved from http://www.englishclub. com/teachinglarge classes html.
Tobih, D. O., Akintaro, O. A. & Osunlana, D. O. (2013). Effect of class size reduction on students' performance in mathematics in JSSCE examination in Ibadan Municipal. International Journal of Educational Research, 1(4), 165 -178.
Tomlinson, T. (1998). Class size and public policy: Politics and panaceas. Washington, DC: Office of Educational Research and Improvement.
WASSCE Chief Examiner’s Reports, (2014). Report on Students performance in Chemistry, WASSCE.
Yunus, F. & Ali, Z. (2012). Urban Students’ Attitude towards the learning of Chemistry, Asia Pacific International Conference on Environment-Behaviour Studies), Mercure Le Sphinx Cairo Hotel, Giza, Egypt, 31 October -2 November.
Yusuf, H. (2015). Effect of class size on the listening skills of primary (5) pupils in Zaria Local Government Area of Kaduna State. Unpublished M.Ed dissertation, Ahmadu Bello University, Zaria.
Zyngier, D. (2014). Class size and academic results, with a focus on children from culturally, linguistically and economically disenfranchised communities. Evidence Base, (1), 1 -23. Retrieved from www.journal.anzsog.edu.au.
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2021-10-07
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