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INFLUENCE OF
CLASS SIZE AND TEACHERS’ EXPERIENCE ON BUSINESS STUDIES STUDENTS ACADEMICS
PERFORMANCE
ABSTRACT
This study
examine the Influence of Class Size and Teachers’ Experience on Business
Education Students Academic Performance in Lagos Mainland Education District,
using simple random sampling technique. Questionnaires were administered to 200
business studies students selected from five senior secondary schools in Lagos
Mainland Education District in Lagos State. Combinations of parametric and
non-parametric statistics were used for the test of the research questions and
hypotheses. The study concludes that class size, teachers experiences are
significant factors affecting students’ academic performance. Therefore, the
study recommends that there is need for government to build more on teachers'
educational qualification and mastery of the subjects they are teaching, with
teachers training programmes, teachers need to be equipped with the teaching
strategies in order to effectively teach both small and larger classes. Moreso,
teachers should not only know about the teaching strategies, but they should
also be acquainted with putting them into practice in smaller or larger
classes. Furthermore, more classrooms should be built to reduce the number of
students in the existing classrooms. Every school in Lagos Mainland Education
District needs to have an equipped Business studies laboratory, where the
students would practice typing without much problem.
CHAPTER ONE
INTRODUCTION
1.2. Background of the study
In most
third world countries, enrolment exceeds provision for both primary and
secondary education in terms of adequate furnished classrooms, and educational
resources, thus leading to perennial problem of classroom congestion. The
poverty level and low classroom utilization rates in these countries worsen the
situation. Nigeria is a third world country where the situation is not
different and primary and secondary education in the country is poorly funded,
hence most of the primary and secondary schools experience classroom
congestion, low students-classroom-space and low classroom utilization rates .
These situations may likely affect both primary and secondary school students’
academic performance adversely. The large number of students passing through
the primary and secondary school system in Lagos mainland education districts
and in other educational district in Lagos states is a serious problem,
particularly with the state government’s inability to provide adequate
furnished classrooms for effective learning and teaching. The National policy on Education prescribed a
maximum of 30 students in a class (TTC, 2004), but practical experience has
shown that in most schools in Lagos mainland education districts, average class
size exceeds 50. The situation has negative influence on the average classroom
space per student.
Also, it is
imperative to note that every educational system at every level depends heavily
on teachers for the execution of its programmes. Teachers are highly essential
for successful operation of the educational system and important tools for the
educational development. Without teachers, educational facilities cannot be
expanded. Undoubtedly, the success and quality of any educational system
depends on the quantity and quality of teachers’ input into the system. Thus,
teacher quality and experience are important concern of parents and
policymakers, requiring a qualified and experienced teacher in every classroom.
In terms of class size, previous researches discovered that, there are many
factors which affect the teaching process. Among these, class size is
considered one of the most important factors. The related literature clearly
indicates that the class size and the effects associated with class size should
be seriously taken into consideration by educators. In his overview of studies
about class size, Yara, (2010) stated that research on class size generally
examined the relationships between class size and children’s achievement,
children’s motivation, teacher satisfaction, teacher stress, and the
organization. For over four decades, series of studies have suggested the
importance of school as social environment of learning. Some of these studies
examined location planning and their attendant consequences on achievement of
students in various states of the Federation. The studies were intended to
assist education authorities of various states to decide where a particular
type of school should be located; the size of a school in each location;
whether a new school should be built or otherwise among others for effective
teaching and learning.Business studies, without any doubt remains one of the
most serviceable subject to all disciplines and fields of human work and it has
become an indispensable tool in the study of humanities, sciences and
technology and has entered into the many areas of human activities. Every
individual needs some measure of business mathematics for his or her day to day
activities. Usefulness of business studies in human activities cannot be
underestimated because it is the foundation of business knowledge and business
survival. This observation points to the fact that a business mathematics and
business study is not only universally useful and utilitarian in nature; it is
also regarded as the key to the solution of human problems (Iyekekpolor, 2007).
The Federal Government of Nigeria has for long been aware of the pivotal
position of business mathematics to individual fulfillments and national
developmental goals with particular reference to scientific and technological
emancipation and breakthrough. This understanding has consequently led
educational policy makers to position business studies as a compulsory and one
of the core subjects in primary levels of education (FRN, 2004). It is also a requirement for
pupils to proceed from upper basic to senior secondary level. Despite the high
position offered to business studies in Nigerian education system it is highly
disheartening that approaches and strategies for teaching and learning of this
subject at both primary and secondary levels are not probably being put to use
effectively that could promote learners’ activity and provide learners’ guided
practice enabling them to retain concepts taught and solve problems. Generally
students fear and hate or dislike business studies because they see it as
abstract. This has resulted to their lack of interest and low retention rate
which leads to poor performance in business studies and even in mathematics
examinations, both internally and externally (Obodo, 2004).
Resourcefulness
in business studies teaching demands that the business studies teacher should
focus attention on methods of teaching that stimulates learner’s zeal, interest
and higher retention rate, taking into cognizance of individual differences of
learners.
This then
suggest that business studies educators should be able to develop new teaching
techniques/methods to take care of the individual abilities of learners in the
class room. Mari (2012) maintained that teaching strategies are variables that
can easily be manipulated by teachers to increase students’ retention rate and
performance as well as reduce or eliminate sex-related differences in science
and business studies performance. Thus, this study examines the influence of
class size and teachers experience on business students academic achievement in
Senior Secondary Schools in Lagos Mainland Education District.
1.2. Statement of the Problem
The poor
funding of education in most third world countries does not enable the school
system to have manageable class sizes, adequate student classroom space and
appropriate class utilization rates, experienced and quality teachers. In spite
of the fact that these factors determine the productivity of teachers and
students academic performance to the knowledge of the researcher, very few
concentration has been devoted to the improvement of these important factors
that can determine the performance of the students in schools. Thus, it has
resulted to poor retention rate in student especially in business studies and
other core subject.
1.3 Purpose
of the Study
The main
objective of this study is to investigate the influence of class size and
teachers experience on business studies students academic achievement in Junior
Secondary students in Lagos mainland education district.
Other
specific objectives are to:
1. To examine the academic performance of
students in the highly congested classes and the students in moderate classes
2. To investigate class factors like class size,
student – classroom space and classroom utilization rate taken together do not
determine significantly business studies students academic performance in Lagos
mainland education district in Lagos state.
3. How does class size affect students'
achievement in the business studies?
4. Does teachers’ teaching experience influence
the secondary school students' academic performance?
1.4 Research Questions
The research
will address the under listed questions
1. Will class size and classroom utilization
affect students performance in schools?
2. To what extent can class size determine
students performance in school?
3. Will teacher years of experience
determine students performance in school.
1.5 Research Hypotheses
The
following research hypotheses are tested:
1. There is no significant influence of class
size on academic performance of students
2. Teacher experience does not significantly
influence academic performance of students.
3. Classroom utilization rate will not
significantly influence academic performance of students.
4. Student- classroom space does not
significantly influence academic performance of students.
1.6 Significant of the Study
The study is
important because it examined the predictability of students achievement based
on the class size and teachers experience .The findings will be useful to
policy maker’s because they will see the area where they have to improve upon
and direct their policies
It also
enables school administrators to organize and coordinate school activities in
such a way that will be located in a very conducive environment for teaching
and effective learning to take place
It will also
provide tips for parents and family members as they search to find better ways
to help students improve their achievement.
Since, Lagos
mainland education district is the case study adopted for this study; the study
will help Lagos State ministry of Education to realize the influence of class
size and the teachers’ quality on students’ academic performance.
1.7. Scope
of the Study
The study is
conducted to investigate the influence of class size and teachers’ experience
on academic achievement of Business studies students in Lagos mainland
education district . The study covers Junior Secondary School students within
Lagos mainland Education district in Lagos state. The study covers variables
like class size, teachers’ experience, teaching techniques and their effects on
students academic performance in Business studies
1.8 OPERATIONAL DEFINITION OF TERMS
· Academic performance: it is the change
in efficiency of behaviour or ability to grow for some time and not because of
the growth process but the learning situation.
· Business study: business study is an academic area of
concentration within business major that is taught at the institution of higher
learning. It helps to train and prepare undergraduate and a graduate for career
in the business world.
· Content knowledge: it refers to the body of information that
teachers teach and student are expected to learn in a given subject area or
knowledge about the actual subject matter that teacher must also understand in
a subject area.
· Effective teachers: an effective
teacher is the one who quite consistently achieve goals which either directly
or indirectly focus on the learning of their student. Effective teachers have
the knowledge, skill and commitment that ensure equitable learning opportunities
and growth for all students.
· Retention rate: a measure of the rate
at which students persist in their/ educational program but an institution,
expresses as a percentage.
· Rote learning: it is the memorization
of information based on repetition. The two biggest example of the rote learning are the alphabet and the
number
· Teaching experience: this
has to do with all activities undertaken by the teachers training
exercise, it include participation in professional development activities
geared toward equipping the teachers for better service delivery
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