Class Size as Correlate of Effective Teaching and Learning Process in Secondary Schools in Ekiti State, Nigeria
Abstract
The issue of quality in education delivery is of great concern to stakeholders because it is a fact that no educational system can rise above the quality of its’ teachers, hence the class size and effectiveness of teachers’ performance and students learning capability is a collaborative action required in the secondary schools in Ekiti State and Nigeria in general. The study was designed to examine the implications of class size as correlate to ensure effectiveness of the teaching and learning process in ekiti state secondary schools. Relevant literature was reviewed, the study adopted a descriptive survey research design using researchers modified likert questionnaire titled Class size as Correlate of Effective Teaching and Learning Process (CSCETLP) to collect relevant data. The instrument was validated to ensure its’ reliability, the coefficient of reliability found was 0.87. Three research questions were raised to guide the study. The findings revealed that Class size has effect on teachers’ attitude to teaching among secondary schools in Ekiti State, also that class size has effect on teacher-student contact during teaching and learning activities among secondary schools in Ekiti State and that class size has effect on academic performance of secondary school students in Ekiti State. It was recommended that School management and authorities should ensure that classes are set at a normal size so as to improve teachers’ attitude to teaching, secondary school classes should be put at an approved and accommodated number of students, so as to enhance improved teacher students contact and that management of secondary schools should also ensure that secondary school classes are not over-populated so as to improve students’ academic performance.
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