Effect of Class-Size on the teaching of English language

TABLE OF CONTENTS

Title Page

Certification II

Dedication III

Acknowledgement IV - VIII

Table of Content IX - XI

Abstract XII

CHAPTER ONE: INTRODUCTION

Background to the Study 1 - 3

Statement of Problems 3 - 4

Purpose of the Study 4 - 5

Significance of the Study 5 - 6

Research Questions 6

Scope of the Study 6 - 7

Definition of Terms 7 - 8

CHAPTER TWO: REVIEW OF LITERATURE

Introduction 9 - 10

Concept of Class-Size 10 - 15

Effectiveness of English Language Teaching and Learning in 15 - 16Large and Small Class-Size

Effectiveness of English Language Teaching and Learning in 16 -18Large Class-Size

Effectiveness of English Language Teaching and Learning in 18 - 21Small Class-Size

Methods of Teaching and Learning of English Language in a 21 - 28Large Class-Size

Appraisal of Literature Review 28 - 29

CHPATER THREE: RESEARCH METHODOLOGY

Research Design 30 - 31

Population 31

Sample and Sampling Technique 31 - 32

Instrumentation 32 - 33

Procedure for Data Collection 33

Reliability of the Instrument 34

Validity of the Instrument 34

Procedure for Data Analysis 34 - 35

CHAPTER FOUR: PRESENTATION AND DATA ANALYSIS

Data Analysis and Results 36 - 45

Discussion of Findings 45 - 50

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CHAPTER FIVE: SUMMARY, CONLCUSION AND RECOMMENDATION

Summary 51 - 53

Conclusion 53

Recommendation 54 - 55

References 56 - 60

Appendix 61 - 64

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ABSTRACT

This study focused on the Influence of Class-Size on the Teaching and Learning of English Language in Ilorin West LGA. Five research questions were raised for the purpose of effectively carrying out the study, after which two different questionnaires were structured to elicit information from both teachers and students. One Hundred and Fifty students and Twenty Four teachers were randomly selected from Twelve different schools in the area of focus and simple percentage method o statistical analysis was used to analyse the data collected.

It was discovered from the study that large class-size is a great challenge to achieving success in the teaching and learning of English Language, as teachers could hardly prove their efficacy in classes thereby resulting to poor output from students. It was thus further recommended by the researcher that government should make adequate provision for language instructional materials and at the same time workshops and seminars should be organized for teachers of English Language to curb the menace of class-size in our secondary school.

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CHAPTER ONE

INTRODUCTION

Background to the Study

With the abolition of slave trade in Nigeria at the beginning of the

19th century, British Colonial interest shifted to agricultural production

from exportation to Europe. During this period, precisely in 1842 and 1846

{2009 Britannica enyclopaedia} the first missionary stations were

established in Badagry (near Lagos in the South West) and Calabar (in

the South-East) respectively. The then evangelism grew sporadically to

produce the first generation of students who were made up of mainly

children of slaves whom the village communities thought they would not

miss much. As the British Colonial government felt the needs of African

who were literate in English language, who would serve both trade and

colonial interests, the missionary therefore in 1880s was officially ordered

to teach English language in their schools. So English language became

a language of concentration for reasons such as: it was financially

rewarding to study English language more than any of the indigenous

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languages; certification became conditional upon passing English before

any recognition or consideration is given. However, this development and

the need to learn English as a Second Language {ESL} necessitated the

establishment of the first state school in Nigeria in 1899.

It is undoubtedly obvious that English language in Nigeria has an

enormous importance so much that for over a century now, it has

continued to enjoy the pride of place in all spheres of the nations

endeavours – educational, business, communication to mention a few.

English language today has gained constitutional recognition to have

served as an official language and even gaining the advantage of being

the First Language {L1} over the Mother Tongue {MT}.

Despite all the importance and the position of English language in

the country’s educational system, it still suffers set back in its output. This

has been ascertained and established by various examination bodies,

government, education planners and individuals. It is highly pathetic and

embarrassing that a secondary school graduate could not write an error-

free sentence. Some of these students are eloquent but their reading and

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writing are nothing to talk about. These problems of drastic failure in

English language when investigated into, was attached to issues like

cultural background, incompetent teachers, over-population, non-

availability of materials among others.

It is highly paramount to mention at the juncture that one of the

reasons giving for the mass failure in the subject is Large Class-size. This

reason is identified by both students and teachers of English language. It

is as a result of this that the researcher needs to throw a search light on

this subject matter to ascertain the fact if truly class-size, whether large or

small influences the teaching and learning of English language. Moreso, it

shall be known at the end of this research, the ways by which teachers of

English language can teach their subject effectively in an over-crowded

class.

Statement of Problems

As stated earlier in the introductory part of this research that

teachers and students do associate failures in English language to class-

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size. It is to this insinuation that the researcher tends to investigate into

the following problems:

I. Challenges faced by teachers in managing class with over-

populated students.

II. Lack of sufficient instructional materials and other teaching facilities

that could aid teaching and learning processes in the classroom.

III. Poor teaching strategies and approaches adopted by teachers in

large class-size.

IV. Inability of the gifted and talented students to participate fully in the

class activities and vice versa.

Purpose of the Study

The purpose of this study is to investigate and proffer solutions to

the negative effect of class-size on the teaching and learning of English

Language in Secondary Schools. Looking critically at the subject matter,

the researcher aims at:

I. assisting teacher of English Language to cope and manage classes

that are either over-populated or normally populated;

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II. ensuring effective use of the few available instructional materials to

enhance teaching and learning processes in English Language;

III. providing English Language teachers with appropriate teaching

methods and techniques in large classes; and

IV. fostering teacher-students interaction for full participation of student

in the classroom.

Significance of the Study

The significance of the study lies in the fact that little has been

written on the Effect of Class-Size on the Teaching and Learning of

English Language in Secondary Schools in Ilorin-West Local Government

Area of kwara State and Nigeria as a whole. The study will therefore:

I. Assist teachers of English Language in adopting suitable teaching

methods in teaching over-populated classes coupled with proper

management.

II. Provide educational planners and curriculum planners with ways of

combating problems of teaching English Language in over-

populated classes.

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III. Serve as a measure for government to know their weaknesses and

thus make provision for infrastructural and human resources

management.

Research Questions

I. Does students’ population have any effect on their learning?

II. How effective is a teacher’s method of teaching in a large class-

size?

III. How effective is a teacher’s method of teaching in a small class-

size?

IV. Are the lesson objectives achievable in a large class-size?

V. What is the level of students’ participation in a large class-size?

Scope of the Study

This research work examines the Effect of Class-Size on the

Teaching and Leaning of English Language in Selected Secondary

Schools in Ilorin-West Local Government Area of Kwara State. It is worth

mentioning that this study focuses on some selected secondary schools

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in Ilorin-West Local Government and not the entire kwara State and the

figures provided therein are based on the responses of the teachers and

students of the selected schools, which is believed to cover the entire

Local Government Area. This research is limited to this area as a result of

some constraints but could still be valuable in educational planning.

Moreso, this research work is closely related to the Effect of Class-

Size on teachers of English Language and to a certain length the

performance of students of these class-sizes.

Definition of Terms

The following terms are constantly used in the research work and

are briefly explained to avoid ambiguity:

Class-size: An educational tool that can be used to describe

the average number of students per class in a school

Mother Tongue: The native language of a child, particularly the

local language of the father.

L1: This refers to a First Language contact of child. Mostly it is the

native language in most cases.

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L2: This is known as Second language and it is mostly the official

language or the language learnt after the acquisition of the First

Language.

Instructional Material: This may also be called teaching aid

and it is the material used to facilitate teaching and learning

process.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

Introduction

Despite the importance of English Language in our society, it still

suffers a great set-back in all of our institutions of learning. The secondary

education is not left out of this educational / language trauma. It has been

discovered that most complaints by students and teachers of English

Language is the alarming rate at which the class-size increases. The truth

of the matter is that that the first curriculum priority is language. Therefore

English Language as far as Nigeria is concerned provides the connecting

tissue by which all other subjects are pursued.

Combating the issue of class-size especially in English Language

classes remains a problem that needs to be solved. Observations have

revealed that most of our classes in secondary schools have not less than

fifty students this is an indication that for each of the classes, their would

be the challenges of the classroom management, classroom control,

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classroom maintenance, deviance e.t.c. for the teacher. It is no doubt that

most of the time needed to carry out the teaching-learning activities shall

be wasted.

On the other hand educational planners like Okoro (1985) and

others opined that “few pupils per class are uneconomical, as they do not

make full use of space, teachers and teaching materials”. This implies

that small class-size is also not beneficial as optimal use of human and

material resources would not be attained.

Concept of Class-Size

Class-Size is simply an educational tool that can be used to

describe the average number of students per class in a school, in order to

impart and measure their academic performance. The concept of class-

size has been given series of definitions in different context by

educationists. Hoffman (1980) defined class-size as the number of

students per teacher in a class. While Kenedy (1989) sees it as a tool that

can be used to measure education system. In relation to class-size,

Stepaniuk (1969) argued that there are approved norms of class-size, 40

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pupils per class for the grade 1 to 8. This is in line with the National policy

on Education under section 5 sub-section 27 which states that the ratio of

teacher and students in the class for secondary school should be 1:40.

Meaning that as far as Nigeria is concerned, the approved number of

students in a class should be 40 students per teacher.

Class-size based on students’ population is therefore divided into

two. These categories are small class-size and large class-size.

a. Large Class-Size: What is considered small in one country, (e.g.

Pakistan, China and some other developed nations) may be seen

as large class in another country such as North-America. Even

within the same country, perception and experience of class-size

varies according to different factors such as students’ age and level.

However, generally 41 and above is considered large (43rd IATEFL

Conference 2009). Therefore, a large class-size is one in which “the

possibility of individual relationship between professor (teacher) and

students is precluded, in which not every student who want to speak

in class can be call on, and in which grading essay exams can take

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up every evening and weekend of the course (Weimer, 1987).

International Association of Teachers of English as a Foreign

Language (43rd Conference 2009) also opined that a large class is

the one which “teachers face problems in teaching, managing and

evaluating”. It is also defined as a class in “which there are many

challenges and opportunities for the teachers as well as for the

learners in terms of managing resources, time and space”.

The above definitions depict that a large class-size is any

class where there are challenges for teachers and students in

having a problem free teaching and learning processes, which at

the end makes evaluation more time consuming than normal.

b. Small Class-Size: The National Council of Teachers of English of

United States {NCTE, 1990) described a small class-size as a class

where there is increase in teacher-students contact and interaction

among students help them understand one another, and increase

their desire to assist one another. Blatchford P. et al (2002) is of the

opinion that small class-size is a class in which there is less or no

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concentration on class control and management and management

of students delinquencies and deviances. A small class-size is a

class with the population of students ranging from 1 to 40.

Lots of arguments have been generated by teachers, students and

even educational planners within and outside Nigeria as to if there is any

effect of class-size on the teaching and learning of English Language.

The results of researchers on this subject varied from country to country.

Glass and Smith (1987) conducted a research on this subject and

concluded that “the average size when class-sizes were reduced from 25

to 15 was 0.9, but more importantly, there was a non-linear effect”. He at

the end argued that what matters is the quality of instruction, teacher’s

attitude, school climate and interpersonal regard. (Hattie 2005) after

researching on the subject matter in almost all countries of the world,

finalized that “…it has been difficult to find studies identifying differential

effects of achievement relating to class-size”. Dean (1994) compared

class-size in some countries and found that Turkey, Norway and

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Netherland had the class-sizes of 20 or more; the UK, USA, Japan,

Canada and Ireland had sizes between 15 and 20.

However in Nigeria, educational planners like Nwadiani (2000)

argued that the higher the class-size, the lower the cost of education. He

contented however, that most classrooms are overcrowded, spreading

resources thinly and thereby affecting the quality of education. Ajayi

(2000) supported the viewpoints and argued that in order to control rising

capital cost of education, the average class-size could be increased. Toth.

L. et al (2000) reported that the increase in enrolment in many institutions

which has become major concerns of students could definitely lead to an

increase in class-size. In contrary to Ajayi, Nwadiani and others,

Commeyras (2003) is of the opinion that “effective teaching seems

impractical for teacher educators having large class-size of 50, 75, 100 or

more”.

To this end, the concept of class-size is generally acceptable as a

toll to achieving educational goal and objectives with the population of 40

students as basic standard. Despite this, there has not been unanimous

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agreement on the influence of class-size on the students outcome in the

teaching of English language; yet teachers and students’ complaints

especially in this area of study is the class-size being too large, which

causes deviance and delinquencies on the part of the students and loose

of concentration and inability to meet the objectives of the lesson on the

part of the teachers.

Effectiveness of English Language Teaching and Learning in Large

and Small Class-Size

Having considered the concept of class-size and views of

educationists on its influence of Teaching and Learning of English

Language in relation to students’ performances, the effectiveness of

teaching in both class-sizes need to be looked into. To determine the

effectiveness of any teaching such as English, the outcome or

performance of the students need to be ascertained. In terms of output,

Simkins (1981) reported that output “represents the immediate results of

the systems activities”. According to him, “the main outputs in education

are expressed in terms of learning, that is changes in the knowledge,

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skills and attitude of individuals as a result of their experiences within the

educational system”. Tsang (1988) remarked that output consists of

educational effects such as cognitive and non-cognitive skills that are

learned by students. In agreement to this, Lord (1984) enumerated four

major areas in which the measurement of output in education could be

analysed. This has he listed include the assessment by the teachers;

standard examinations as a measure of educational output; other

standardized tests for national and local monitoring and market research

techniques

Effectiveness of English Language Teaching and Learning in a Large

Class-Size

A large class-size as earlier stated is a class in which teacher

concentrates more on management and control of the students rather that

working towards the achievement of the lesson objectives. A large class-

size therefore base on definitions could also be referred to as over-

crowded classroom. Most of the secondary schools in kwara State,

particularly those of Ilorin-West Local Government hardly meet the

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standard of the teacher-students ratio. It has been noticed that the

minimum population of students in various classes are 50 and above. As

a result of this, teachers and students are tend to face difficulties in

teaching-learning processes. Ijaya (1997) in her research opined that a

large class-size offers nothing but noise making, difficulty of cheating

students, restriction of teacher’s movement to the front of the class and

inadequate participation in the lesson by students sitting at the back. She

added that the increase in examination malpractices cannot be divorced

from poor seating arrangement in classrooms. She finalized that the

quantity and quality of interaction are likely to be adversely affected due

to lack of space for moving round the class and the overwhelming number

of students that the teacher has to deal with within a forty-minute lesson.

Though many researchers have conclude that large class-size

poses lots of problems, but Hess (2001) on the contrary states that large

classes have many advantages. He affirms that the number of the

students is so huge; it means more communication and interaction in the

classroom, moreover a diversity of human assets. In addition, outstanding

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students will cooperate with their weak peers. Ur (196) in support of this

clarifies that while the teacher has a big number of students and cannot

provide help to all students, nevertheless students can expand strategies

to be better by doing peer-teaching and group effort, thus benefiting and

nurturing an environment of cooperation and mutual end.

Juxtaposing the merits and demerits of large class-sizes, it would be

realized that large class-sizes forces teachers to be teacher-centered and

Teaching English as a Second Language {TESL} based on research is

not effective when a teaching is teacher-centered. The National Capital

Language Resources Council of the United State (NCLRC, 2007}

identified the two major draw backs in teacher-centered model of

teaching. These are:

a. It involves only a minority of students in actual language learning.

b. It gives students knowledge about language, but does not

necessarily enable them to use it for purposes that interest them.

Effectiveness of Teaching and Learning of English Language in a

Small Class-Size

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Efficiencies and effectiveness of English Language Teaching and

Learning of in a Small Class-Size to some extent is known. Some

researchers have investigated and concluded that the class-size has

nothing to do in the students achievements, wile lots of them are of the

opinion that effectiveness of teaching is high when there is reduction in

class-size. NCTE (1999) has identified the following encouraging results

from small class-size and improving instructional methods:

I. Smaller classes result in increased teacher-students contact.

II. More leaning activities take place in small class-sizes.

III. Students in smaller classes show more appreciation for one another

and more desire to participle in classroom activities.

IV. Smaller class-sizes allow for potential disciplinary problems to be

identifies and resolved more quickly.

V. Smaller classes result in higher teacher morale and reduced stress.

VI. Less retention, fewer referrals to special education, and fewer

dropouts are the ultimate rewards of class-size reduction.

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IATEFL (43rd Conference 2009) argued that in smaller classes

teachers move from group to individual instruction; time spent on

procedural activities is reduced; time on review increases. In support of

small class-size, Blatchford et. Al (2002) commented that in small classes,

there exist individualization of teaching and less time spent in

management or procedural activities, hence more teaching overall.

To contradict the positive influence of Teaching and Learning

English Language in Small Class-Size, Bakare (1986) affirmed that

smaller classes were correlated with smaller number of teacher-students

interactions and less questions from students. He added that there would

be less lecturing from the teacher and more prying and waiting for

responses when teachers asked questions. Nigeria being a developing

nation with limited resources seems to denounce the reign of small class-

size. Adeyemi (1998) portrayed this by saying that average class-size

influences the cost of education while capital cost could be reduced by

increasing the average class-size in schools.

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Support giving to large class-size is majorly warranted especially in

Nigerian schools as a result of economic factors. Researches have

therefore shown that the negativity attached to English Language

Teaching and Learning in Large Class-Size out weigh that of small class-

size. While small classes focus on more time to identify problems and

provide feedback on more time to identify problems and provide

feedback, large class teachers experiences more stress along with issues

of control, marking e.t.c. In Blatchford (2002) research, he concludes that

“…while small class-size will not make a bad teacher better, they can

allow teachers to be more effective. Earnest Boyer (1987) also concludes

that “the central qualities that make for successful teaching can be simple

stated thus: command of the material to be taught, a contagious

enthusiasm for the play of ideas, optimism about human potential, the

involvement of ones students. When these combinations are present in

the classroom, the impact of a teacher can be powerful and enduring.

Methods of Teaching English Language in a Large Class-Size

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It has been proved beyond reasonable doubt that large class-size

unlike small class-size has negative influences on the Teaching and

Learning of English Language in our schools. The issue at hand is

therefore not the discussion of the demerits of large class-size, rather it is

a matter of the challenge on how to find ways of following the principles of

“good practice” for teaching English in the specific context of a large class

in difficult circumstance. Generally in any teaching and learning, it is of

great importance to select and utilize the right instructional strategies.

Onasanya (1988) said that:

“The effective teacher is one that uses instructional

strategies in communicating with the learners and

guiding him / her to the desired performances of

understanding as specified in the lesson objective(s)”

Onasanya however highlighted some learning facilitating strategies

that characterizes effective teaching. These strategies include:

a. Beginning a lesson by stating its objectives and outlining its

structure;

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b. Demonstrating effective delivery skills built n clarity, gestures and

direct rye contact with learners;

c. Presenting clear, precise guidelines and routines that make the

classroom run smoothly;

d. Involving the learners actively in the learning tasks;

e. Scanning the classroom frequently and drawing the learners back to

the lesson when attention wanders;

f. Moving round to supervise and offer help as needed when students

work at their desks;

g. Getting down to students interest level, listening sensitively, and

accepting meaningful learner responses that differ from the

teacher’s view;

h. Commencing and stopping lesson on time;

i. Treating the learners with trust and respects;

j. Creating room for reviews and repetitions especially where difficult

tasks are involved;

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The strategies for teaching English Language in large class-size as

stated by the IATEFL (43rd Conference 2009) is tagged problem-

solution approach. These involve:

a. Managing Large Classes: This involves the grouping of students

into different categories. This would ensure the management of

limited resources and also give room for easy identification and

assessment of those that refuse to be involved.

b. Teaching Writing: it is of the opinion that when this is done,

students are totally involved in the activities of the class.

c. Assessing Speaking / Writing: This approach emphasizes the

learner-centered method of teaching, whereby teacher only

supervises the students and let the main activities to be carried out

by the learners.

d. Dealing with Limited Resources: After the grouping of students,

this ensures the identification of the inadequacy or non-availability

of resources and thereby making provision for such

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Teaching and learning a language like English is a scientific process

that has been studied and researched a great deal over 50 years

(http://eslflow.com). There are good and bad ways to teach a language

and part of the responsibility instructor / teacher is to update their skills as

often as possible to reflect current ways of teaching and to have the most

positive impact possible especially on students in large classes. Some of

the ways / approaches of tackling the large class-size problem is the

understanding the variety of teaching methods and how those methods

have changed through history. This will help teachers tailor their lessons

to the needs of the class. The English as a Second language website

(http://eslflow.com) highlighted some basic effective teaching methods for

languages. These methods are:

1. Grammar Translation Method: This method arose in Germany in

the late 18th century. It originated with the study of classic

languages like Greek and Latin. By using this method, teachers

assume that students will probably need to use a language but that

just studying a language will be good for them. The method puts a

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high priority on the ability to read literature in foreign language and

translate accurately into first language. Some features of this

method are:

i. Teaching is done in students’ first language thereby causing

total concentration by students

ii. Reading and writing are emphasized and little time is spent on

speaking or listening.

iii. Class exercises are usually grammatical and focus on control

of form

2. Communicative Language Teaching {CLT}: This method was

developed around 1990. The goal of the method is to make the

language classroom as much like the real world as there is problem

for students to communicate in a large environment. It also

emphasizes appropriate use of language. Some of the features of

this method are:

i. Students and teachers are involved in the teaching and

learning processes using the target language.

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ii. Errors in this method are considered natural and thereby

result to the participation of students without fear of

condemnation by peers or teacher.

iii. Variety is emphasized when studying language functions.

3. Total Physical Response {TPR}: This method was developed in

the 1960s and 1970s and it is called TPR because one of the

principles is that students learn more and faster when they involve

their entire body. This method is based on series of commands

given by teacher and emphasizes listening and comprehension and

allows students as much time as they need to begin speaking.

Features of this method are:

i. The attitude is relaxed and comfortable and errors are

acceptable.

ii. In TPR, students are generally active.

iii. The teacher speaks relatively little and only in the target

language

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Some other methods of teaching language in large class-sizes are

Notional-Functional Approach, Structural Approach e.t.c

To teach and learn English Language effectively in a large class-

size, it is stated that learners’ needs are to be met using different

techniques. The ESL website (http://eslflow.com) categorizes learners

into 4. These are the imaginative learners, analytic learners, common

sense learners and dynamic learners. It is further emphasizes that when

teachers technique of teaching are set to meet these learners needs

certainly the learning activity will lead to a positive outcome

Appraisal of Literature Review

To critically analyse the subject matter, it has been generally

accepted that class-size is a vital educational tool that determines the

learning outcome in any educational system. The unanimous agreement

of researchers on the subject matter of discourse is that class-size could

be large or small. Having investigated into the two categories of class-

size, both with demerits and merits, which influence the teaching and

learning of English Language.

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Significantly, the large class-size tends to make teachers being

over-worked with added weight of extra students, having strain on

resources, students with disabilities are at disadvantage because they

may not get the individualized attention, and teachers are tend to

experience discomfort, problems of controlling and evaluation; lack of

individual attention and as a whole bad learning outcome. The small

class-size on the other hand, though being condemned for economic

purpose, has many advantages such as more interaction with teachers,

identification of individual differences, sense of concentration and helping

hand being render by peers and many more.

As a result of the negative influence of the large class-size on

teaching, the need to overcome the problem is then necessitated to

facilitate proper teaching of English Language. It is discovered that for

effective teaching of English, teacher needs to select and utilize

appropriate instructional strategies. Furthermore, the Problem-Solution

Approach needs to be adopted by English teacher for effective teaching

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and learning coupled with the adoption of good method and techniques of

teaching and mastery of the language.

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CHAPTER THREE

RESEARCH METHODOLOGY

Introduction

This chapter is set to expose readers to the kind of methods and

approaches used by the researcher in carrying out his research. The

research was carried out and discussed under the following headings:

Research Design, Population, Sample and Sample Techniques,

Instrumentation, Procedure for Data Collection, Procedure for Data

Analysis, Reliability and Validity.

Research Design

This research will make use of survey method of descriptive

research. This is done in an attempt to collect data and valid information

for the manipulation of the variable in order to determine the current

status of the population or sample of the population.

This method will be used to collate information about the Effect of

Class-Size on the Teaching and Learning of English Language. To

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achieve this, three majors ways shall be used for data collection i.e.

interview, questionnaire and documentation

Population

The population of this research is basically teachers and students of

English Language. Due to the fact that the whole English Language

teachers students in Ilorin-West Local Government cannot be assess, the

researcher therefore uses Random Sample Technique in order to achieve

the possible outcome of the whole population.

Sample and Sampling Technique

As stated earlier, the researcher would use Random Sampling

Techniques for this study. It is hoped that ht schools that are randomly

selected can be used to generalized the population.

The accessible population includes secondary school teachers and

students, out of which 24 English teachers and 150 students were

randomly selected from twelve (12) secondary schools. The twelve

secondary schools are:

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1. Ilorin Grammar School

2. Government Day Secondary School, Adeta

3. Model Secondary School

4. Baboko Community Secondary School

5. Sheikh AbdulKadir College

6. Alore Secondary School

7. Mandate Junior Secondary School

8. Mount Camel College, Oloje

9. Government High School

10. Government Girls Day, Pakata

11. Barakat Community Secondary School

12. Banni Community Secondary School

Instrumentation

The instrument used by the researcher was mainly the

questionnaire meant for the secondary school teachers and students. The

researcher assumed that the information derived from their responses will

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be valuable as they are those who are directly involve in the teaching –

learning processes.

The questionnaire is categorized into 3 sections A, B, and C.

Section A requires the personal information of respondents. This involves

question like name of school, the school being taught, teachers

experience e.t.c. In section B and C, 12 and 13 questions were carefully

organized respectively. These are questions that tackle the general

problems of teachers and students in teaching and learning English

language in large and small class-sizes.

Procedure for Data Collection

The questionnaires were distributed to 36 English teacher and 300

students of selected schools with permission from principal of various

schools. The questionnaires were responded to by teaches and students

after the explanation of the purpose of the study by the researcher.

With cooperation by the head teachers, the teachers and students,

the questionnaire were directly collected by the researcher and some

were collected through the head teacher.

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Reliability and Instrumentation

Test Retest method was used to ascertain the reliability of

questionnaire. The questionnaires were administered to the same group

at an interval of two weeks and 85%of the same responses were still

derived from the respondents.

Validity of the Instrument

In respect of the validity of the instrument, the draft copy of the

questionnaire was shown to the project supervisor, after which necessary

corrections were made to correlate with the study in question.

The questionnaire has both face and content validity as it was

concerted to by the supervisor to match the content of the literature

review.

Procedure for Data Analysis

After the collection of data, the researcher sorts the questionnaire

into two. One part of the questionnaire favoured the large class-size and

XXXIX

the other favoured the small class-size. Frequencies were then expressed

in percentage, based on the total number of responses.

The data obtained were transferred into data sheet using descriptive

statistics for the data analysed. The detailed analysis of the data are

shown in chapter four

XL

CHAPTER FOUR

PRESENTATION AND DATA ANALYSIS

Introduction

This chapter presents and discusses the analysis of the data

analysis of the data gathered from the questionnaires that were

administered by the researcher. The data that will be presented consists

of 24 teachers and 150 students responses that are randomly selected

from twelve {12} school in Ilorin-West Local Government.

Research Question 1: Does Students’ population have any effect on

their learning?

Table 1: Simple percentage analysis on students’ responses for Research

Question one

S/N ITEMS YES % NO %

2 Are you able to contribute to the lesson

when you want to?

120 80 30 20

7 When the teacher is in the class, do you

always hear murmur of noise within the

77 51.3 73 48.7

XLI

classroom?

9 Does the English textbook provided go

round the students?

81 54 69 46

It is obvious that the above presentation in table 1 shows that One

Hundred and Twenty (120) students covering 80% of the students ‘

responses affirmed that they do contribute to the lesson when they want

to, while 20% of that response amounting to Thirty (30) students deny

their ability to contribute to the lesson when they want to.

Also, Seventy Seven (77) (71.3%) students opined that they always

hear noise within the class when the lesson is on. On the other hand,

Seventy Three (73) students, equated as 48.7% disagree with hearing

murmur within the class.

However, Sixty Nine (69) students i.e. 46% disagree with the

question of having enough English textbook for the students. While 54%,

which is equal to Eighty One (81) students supported having enough

textbook for ht subject.

XLII

Research Question 2: How effective is a teacher method of teaching in a

large class-size?

Table 2.1: Simple percentage analysis on students’ responses for

Research Question two

S/N ITEMS YES % NO %

3 Does your teacher’s method of teaching

make you like the subject?

122 81.3 28 18.7

4 Is your English teacher able to carry

everybody along?

120 80 30 20

6 Does you English teacher supervise your

work individually or go round the class?

125 88.3 25 16.7

In the presentation above, it is glaring that One Hundred and

Twenty Two (122) students i.e. 81.3% responded to show their likeness

with the teachers method of teaching, while 28 of them i.e. 18% dislike

their teachers method of teaching, which results to their hatred for the

subject.

XLIII

Moreso, One Hundred and Twenty (120) students amounting to

80% acknowledge their teachers’ ability to carry them along and in

contrary, Thirty (30) students amounting to 20% acknowledge their

teachers’ inability to carry them along.

For question 6, One Hundred and Twenty Five (125) students

(83.3%) testified that their English teacher supervise their work, while

16% equated at Twenty five (25) students confirmed that their teachers

neither go round to supervise their work nor check individually.

Table 2.2: Simple percentage analysis on teachers’ responses for

Research Question two

S/N ITEMS YES % NO %

1 Is your method of teaching effective in an

overpopulated class?

8 33.3% 16 66.7

2 Is your method of teaching effective in a

class of lower students?

24 100 0 0

3 Do you find coping with students easy in

an overpopulated class?

1 4.2% 23 95.8

XLIV

From the data presented above, it can be deduced that 33.3%

which is Eight (8)of the teachers’ responses attest that teaching is

effective in an overpopulated class. On the other hand, Sixteen (16)

teachers covering 66.7% confirmed that teaching is not effective in an

overpopulated class.

Consequently in question 2, Twenty Four (24) teachers which is

100% agreed that their method of teaching is effective in classes of lower

students.

Out of Twenty four (24) teachers, only one (4.2%) teacher believed

that coping with students is easy in an overpopulated class; while the

remaining Twenty Three (23) amounting to 95.8% affirmed that coping

with students in overpopulated class is not easy.

XLV

Research Question 3: How effective is a teacher’s method of teaching in

a small class size.

Table 3: Simple percentage analysis on teachers’ responses for Research

Question three

S/N ITEMS YES % NO %

7 Do you find teaching in a small class-size

more tasking than that of a large class-

size?

8 33.3 16 66.7

8 Is assessment in an overpopulated class

stressful?

22 91.7 2 8.3

9 Are instructional materials adequate in an

overpopulated class?

0 0 24 100

The table above shows that 33.3% which is also Eight (8) teachers

accepted that teaching is more tasking in a small class-size, while 66.7%

which represents Sixteen (16) teachers opined that teaching is not tasking

in small class-size.

XLVI

Furthermore, Twenty (22) teachers which is 91.7% confirmed that

assessment is stressful in an overpopulated class while Two (2) teachers

(8.3%) sees assessment as being easy in an overpopulated class.

Question 9 portrays that 100% which is the total of the Twenty Four

(24) teachers concur with the inadequacy of instructional materials in

overpopulated class.

Research Question 4: Are the lesson objectives achievable in a large

class-size?

Table 4: Simple percentage analysis on teachers’ responses for Research

Question four

S/N ITEMS YES % NO %

11 Do you usually meet the lesson

objectives when teaching in an

overpopulated class?

11 45.8 13 54.2

12 Is performance of students in small class-

size24

24 100 0 0

XLVII

In the data presentation in Table 4 above, we can infer that Eleven

(11) teachers which is 45.7% do meet the lesson objectives in over

populated class, while 54.2% which is equivalent to Thirteen (13)

teachers stated that they do not usually meet the lesson objectives in an

overpopulated class.

100% covering the whole of the teachers confirmed that

performance of students in small class size is better than that of students

in overpopulated class.

Research Question 5: What is the level of students participation in a

large class-size?

Table 5.1: Simple percentage analysis on students’ responses for

Research Question five

S/N ITEMS YES % NO %

2 Are you able to contribute to the lesson

when you want to?

120 80 30 20

80% of the students in the above presentation of table 5 states that

they are able to contribute to the lesson when they want to, while Thirty

(30) students (20%) responded that they are unable to contribute to the

lesson when they want to.

XLVIII

Table 5.2: Simple percentage analysis on teachers’ responses for

Research Question five

S/N ITEMS YES % NO %

5 Is there cordial relationship between

teacher and students in terms of their

interaction in a small class-size?

24 100 0 0

6 Do students in overpopulated class

participate in the lesson than students in

non-populated class?

2 8.3% 22 91.7%

Considering table 5.2 above, all the teachers opined that there is

increase in teacher-students interaction in small class-size.

Similarly in the next question, Two (2) teachers representing 8.3%

believed that students in overpopulated class participate in the lesson

than students of non-populated class, while 91.9%, which can be equate

to Twenty Two (22) teachers did not believe the assertion.

Discussion and Findings

XLIX

The data presentation in table 1 indicates that students’ population

does not really have much effect on the students’ learning. Question 2 of

the table shows that almost all the students, 80% are able to contribute to

the lesson when they want to. Though 87.3% of the total respondents are

more than 40 in their various classes, yet they still have the opportunity of

contributing to the lesson. This development cannot be divorced from the

experience of the teachers, which helps them to manage largely

populated class. This fact is derived from the researchers finding in

section c number 4 of the questionnaire where 79.2% of the teachers

strongly pointed out that their experiences helps them in managing over

populated class.

Still on table 1, 51.3% of the students stated that they do not hear

murmur / noise within the classroom when the lesson is going on; while

48.7% confirmed that they do hear murmur / noise while the lesson is

going. Considering the two percentages of the respondents (51.3 and

48.7%), it is a fact that students population in one way still affects their

learning as there is just little difference of 2.6%. Moreso for any classroom

L

that has more than 40 students, there cannot be absolute silence in such

class.

The textbook as collectively shown by the students’ responses go

round the class with 54%. Contrary to this, the teachers responses with

100% states that the instructional material is not adequate. The

researcher therefore go by the responses of the teachers as the have

direct contact with the available material and that the students in the

course of answering the questionnaire exercise the fear of being punished

by the teachers if some responses against their teachers are chosen.

The analysis from research question 1 can therefore be

summarized to affirm that students’ population have effect on their

learning.

Similarly table 2.1 and 2.2 helps in determining the efficacy of the

teachers in a large class. Under these tables, the responses of both the

teachers and the students are critically examined. 81% of the students

responses shows that the teachers’ method of teaching make them like

the subject; while 80% of the students also confirmed that their English

LI

teachers are able to carry them along; and 83.3% asserted that the

English teachers usually supervises their work individually or go round the

class.

The teachers’ responses concerning this research question depict

that 66.7% stated that their teaching methodology is not effective in an

overpopulated class. 100% of the teachers equally supported that method

of teaching is effective in a class of lower students and 95% of this same

teachers did not find coping with students in an overpopulated class easy.

Without mincing words, teachers’ methods of teaching in a large

class-size is not effective but have been professionally managed with the

experiences of the subject teachers.

For research question 3, teachers’ responses are used to determine

the effectiveness of teachers’ teaching method in small class-sizes.

Based on the responses which state that 66.7% unanimously agreed that

teaching in small class-size is not tasking, it can be deduced from that

that teachers will be able to explore varieties of method of teaching when

teaching in a small class-size, which makes it easy for the teacher to

LII

evaluate s teaching methodology. 97.7% of these teachers also find

assessment in overpopulated class stressful. This implies that when

classes are within the normal teacher-students ratio, there would be room

for teacher to properly assess his / her student which will in-turn cause

him her to know the areas of strengths and / weaknesses of the students

and at the same time will be able to study the students individual

differences.

Instructional materials are also no doubt a tool for effective

teaching. Under table 3 of research question 3, we are made to realize

that instructional materials are not adequate at all with 100% of the

teachers supporting this. It is obvious from this that when students are in

classes of lower size, teachers will be able to widely spread the

instructional materials and will immensely contribute to his / her teaching

methodology.

Research question for focuses on how achievable the lesson

objective is in large class-size. With 54.2% of the teachers supporting that

they hardly meet up with the lesson objective(s) and 100% also attesting

LIII

that students’ performance in small class-sizes are better than the

performances of students in large class-sizes, we can categorically

summarise that lesson objectives are not usually achievable in large

class-sizes, for students performances are great determinant of lesson

objectives realization. Similarly, if students in lower class-sizes can

perform better that the students in large class-sizes, it means that the

teacher is able to cover up with all scheme of work that are entailed in the

syllabus, which is also tantamount achieving the lesson objectives.

Summatively, research question five examines the level of students’

participation in a large class-size. In table 5.1 under this research

question, 80% of the students affirmed that they are able to contribute to

the lesson when they want to and 20% disagreed with this. When some of

the students who affirmed this assertion were interviewed, they added

that they mostly contribute to the lesson in response to the teachers

inquisitions.

The teachers’ responses on the other hand have 100% of them

agreeing that there is increase in teacher-students interaction in a small

LIV

class-size. To sum up with this, 8.3% of the teachers opined that students

in overpopulated class participate in the lesson than students in non-

populated class, while 91.7% justify the high participation of students in

overpopulated class-size than that of overpopulated class.

Judging from the above, the students in overpopulated classes do

not participate well in the class compared to the participation of students

in lower class-sizes. For the few ones in highly populated classes that

participate in the lesson are been forcefully influenced by the teachers

persistence and repetitive questioning.

LV

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

This study is aimed at researching and determining the Effects of

Class-Size on the Teaching and Learning of English Language in

Selected Secondary Schools in Ilorin-West Local Government Area of

Kwara State.

The study was conducted in twelve (12) selected secondary schools

in Ilorin-West Local Government, after which One Hundred and Fifty (150)

responses and twenty four responses by the teachers were randomly

picked to collate the data. To ensure the validity and reliability of result,

unstructured interview was conducted for some of the students.

At the end of this research, the study revealed that:

1. virtually all the secondary schools in Ilorin-West Local Government

are faced with the large class-size syndrome. The study shows that

the least population of students per class is 50 as against the Policy

LVI

in the National Policy on Education which states 1:40 as -teachers-

students ratio {Section 5 sub-section 27};

2. the students learning of English Language is being marred by the

teeming population of students as it reduces the efficacy of the

subject teachers, who find coping with students in large class-size

challenging;

3. teaching English Language in classes of small class-sizes are

easier as teachers are able to evaluate the students without being

burdened by the population of the students. Through this, teachers

can also evaluate his / her own teaching methodology to suite the

needs of each student;

4. Teachers who have longer years of experience scan easily manage

and handle large class-sizes effectively but at times do not meet

their lesson objectives;

5. students from large class-sizes perform below standard unlike their

counterparts from non-populated classes;

LVII

6. there is always increase in teacher-students interaction and high

participation in lesson when handling students of lower class-sizes

than students of populated classes; and

7. instructional materials are meagerly spread amongst students in

larger sizes.

Conclusion

From the result of the research, it is glaring that class-size has great

effects on the teaching and learning of English Language. Students of the

large class-sizes suffer a lot in their acquisition of skills in English

Language. They are subjected to lack of adequate materials and low

dedication to the study of the language. The teachers of the large class-

sizes equally find it difficult to discharge their duties as a result of the

superfluous population of students in the class.

It is highly advantageous for the government, the school, the

teachers and the students should the recommendation that would be

highlighted taken into consideration.

LVIII

Recommendations

Having discovered the aforementioned from the study, the following

recommendations are therefore postulated to solve the challenges in the

teaching and learning of English Language in large class-sizes:

I. Workshops and seminars should be organized for teachers of

English Language periodically to enhance and improve their

classroom efficiencies.

II. Government should make provision for more language instructional

materials such as language lab, conducive and serene learning

environment for the purpose of optimizing the teachers’ and

students’ output in English Language.

III. There is need to effect the teacher-students ratio policy stated in the

National Policy on Education so as to reduce the congestion in our

classes.

IV. Each school administrator should also see to it that classes

exceeding forty students should be broken into arms and liase with

LIX

appropriate authority to make proc=vision for infrastructural and

other necessary facilities.

V. In cases where large classes could not be broken down as a result

of factors beyond the administrators and teachers control, the

English teachers should embark on grouping the students. This will

give room for efficiency, monitoring the students’ participation in the

class, identifying the deviant students, identifying students’

individual differences and also make the available instructional

materials to circulate.

VI. English teachers should not be keen about one particular teaching

method. Inter-changing the styles of teaching will arouse different

students for if a method is admired b a student, it might be

otherwise to another student.

LX

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LXV

KWARA STATE COLLEGE OF EDUCATION, ILORIN

DEPARTMNENT OF ENGLISH / ISLAMIC STUDIES

CLASS-SIZE QUESTIONNAIRE

Dear respondents,

The questionnaire is strictly designed to investigate into the Effect of

Class-size on the Teaching and Learning of English Language in Selected

Schools in Ilorin-West LGA. All information supplied shall be treated with utmost

confidentiality. Kindly respond to the items by ticking {√} in the spaces provided.

Thanks for your cooperation.

SECTION A

For Students

Name of School:……………………………………………………………………

Gender: Male { } Female { }

Class:………………………

SECTION B {Students}

INSTRUCTION: Please tick the column that best suits you opinion by ticking{√}

Yes or No

S/N ITMES YES NO

1 Are you more than 40 in your class?

2 Are you able to contribute to the lesson when you want to

LXVI

3 Does you teacher’s method of teaching make you like the

subject?

4 Is your English Teacher able to carry everybody along?

5 Do those who sit at the back contribute to the lesson at all?

6 Does your English teacher supervise your work individually

or go round the class?

7 When the teacher is in the class, do you normally hear

murmur or noise within the classroom?

8 Is cheating rampant I your class when writing test or

examination?

9 Does the English textbook provided go round the class?

10 When given an assignment, do you engage your co-

students in answering the questions?

11 Is your English teacher able to mark the assignments given

to you?

12 Does your English teacher usually point out your areas of

mistakes after marking?

SECTION C {Teacher}

LXVII

Class Being Taught:…………..

Years of Teaching Experience:…………….

Number of English Teachers in the School:……………

INSTRUCTION: Please provide answers in this section by ticking the column

that corresponds or suits your opinion or idea to the statements.

S/N ITMES YES NO

1

Is your method of teaching effective in an overpopulated

class?

2

Is your method of teaching effective in a class of lower

students?

3

Do you find coping with students easy in an overpopulated

class?

4

Do you think your experience helps in managing an

overpopulated class?

5

Is there cordial relationship between teacher and students

in terms of their interaction in a small class-size?

6

Do students in overpopulated class participate in the lesson

than students in non-populated class?

7 Do you find teaching in a small class-size more tasking than

LXVIII

that of a large class-size?

8 Is assessment in overpopulated class stressful?

9

Are instructional materials adequate at all in an

overpopulated class?

10

Do you think that providing more instructional materials and

classrooms can solve the problem of large class-size?

11

Do you usually meet the lesson objective when teaching in

an overpopulated class?

12

Is performance of students in small class-size better than

that of students in overpopulated class?

13 Does students’ population have effects on their output?

LXIX