THE IMPACT OF STUDENT/TEACHER RATIO ON EFFECTIVE TEACHING OF PHYSICS IN SOME SELECTED SENIOR SECONDARY SCHOOLS

 THE IMPACT OF STUDENT/TEACHER RATIO ON EFFECTIVE TEACHING OF PHYSICS IN SOME SELECTED SENIOR SECONDARY SCHOOLS

 

ABSRACT

The studies examine the impact of student teachers ratio on effective teaching to Physics Education in Oye Local Government Area of Ekiti State. A descriptive survey design was used. Five {5} research question were raised in the study the sample consisted of one hundred respondents draw from five {5} randomly selected secondary school in Oye Local Government Area of Ekiti State. Instrument used were questionnaire and data were analyzed using sample percentage. The result revealed that teachers said they did not enjoy teaching densely populated classes that found it difficult to teach large classes. For large classes’ causes’ frustration and to learn in large classes based of the finding and conclusion drawn in this study. The researchers recommended that government should accord education a pride of a place by providing the volume of financial and manpower resources instructional materials, and school administrators, to entire disciple on teachers and student for the smooth running of the educational sector and move schools facilities should expand to accommodate increasing population of student.

    CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The school as a miniature of the society is changed with statutory responsibilities of equipping the learners with rudimentary knowledge and skill needed for the self-reliant existence according to Aderalage to translate the socio -political, religious and economics aspiration of a nations into realities, where parents and guardians, teachers and student curriculum planners politicians etc. Rest their hopes of building and evitable future. Indeed, all stakeholders in education put resources together to promote the availability of these goals and aspirations.

In view of the unique role of the school in the economic and socio political viability of a nation, military and civilian administrations in Nigeria channeled substantial parts of the nation earning and resources to the development of the school system. Policies and programs intended to provide equal opportunities and acceptability to qualitative and quantitative education such programs include the universal free primary education (UPE) launched in 1976 by then military head of state in Nigeria (General Olusegun Obasanjo) and the revised and more elaborate version tagged universal basic education (UBE).

They needed to make education free and universal was echoed by Awokoya in 1952 who believe that education should be treated as a matter of national emergency second only to war in effect and the national development plan (1975-1980) ushered in the universal free primary education (UPE) scheme in Nigeria from September 1976 and to be compulsory from 1976.This emergency of a national policy on education in 1977 is a land mark in Nigeria education development.

The establishment of primary school in Nigeria has witnessed tremendous growth. Since independence, likewise enrolment has been on the increase due to national population growth and the increased demand for education which is implication of overcrowding of human resources and physical facility.

As a result of common and individual participation in education, today the numbers of secondary schools have increased geometrically in view of the desire for secondary school education. It would be recalled that the national policy on education prescribes 60% transition from junior secondary schools to senior adhered to as most students and parent prefers senior secondary school to technical colleges or vocational schools, technical and vocational schools, technical and vocational schools are perceived as a dumping ground for students who are not educationally sound or qualified for admission in to the senior secondary schools. The environment increased in primary school culminated in congestions of secondary schools in many cities and towns across the country. Bamidele (1994) and Babalola (1992) reported that admission into secondary schools gallops annually in spite decay and in adequate infrastructures. This situation according to their results in class congestion and subsequent introduction of shifting system.

According to Ayodele (1991) this allows the schools to operate two shifts i.e. morning and afternoon. He observed that this system becomes inevitable in view of the government neglect of the infrastructures and subsequent introduction of shifting system eligible student. However attempts were made by subsequent administrations in to abolish shifting system of its adverse effects on teaching – learning process. The abolishment of shifting system mentioned above led to the establishment of more schools both primary and secondary schools and construction of more classrooms. A in spite of these efforts, the congestion in schools is yet to be resolved in view of the increase in the number of entries into secondary schools which has impaired the effectives teaching and learning process most especially the teaching of Physics. Students take Physics to be a very simple subject which they can pass with just little effort but as observed through senior secondary school certificate examination result that majority of them performed below expectation.

The quest for science education in the phase of technological development has resulted in increase in population of Physics student in secondary schools bring about overcrowding and leads to class congestion which impaired effective teaching and learning of Physics in the classroom. As a the large class has negative effect on the performance of students, more students in a class make the teacher lose the ability to establish and foster personal and individual attention necessary for meaningful instruction.

Commenting on the effect of schools size, the students in large class create unnecessary noise during the teaching -learning process which leads to diversion of learning in the classroom which also makes teachers lose class control and this easily leads to lack of concentration and low assimilation in the class. Also the connection between the class size and method of teaching is also important; the class size will determine the methodology to use or to be use by the teachers during the teaching and learning process in the classroom. The teaching aids used during each lesson and the qualification of teachers, the experience of the teachers. The teacher loses the ability to attain or establish effective teaching in the large or overcrowding class. The problem of large class has been attributed to several factors for instance Erom (1995) identified as the basis factor the introduction of too many subject on post primary school time table.

According to him this type of situation made division of student population into smaller classes carry difficult as a result of trying to accommodate the entire subject on the school time table couple with lack of qualified teachers. What worsened the population of large class size is the inadequacy of available classroom facilities which made it difficult to divide large classes into smaller and more manageable ones. Those could have enabled several teachers of the same subject to handle each class effectively. The financial implication attached to it makes it possible. Even though teachers vary in their attitudes to large classes, most of them discovered that it is difficult to teach and control a large class when it comes to marking of examination due to large number of students scripts make teachers to develop negative attitude to the large classes. Despites all the problems disuse above, the effect of large classes still continues and cannot be eradicated immediately due to the financial implications of employing more teachers providing adequate supply of instruction materials to the schools.

The impacts of increase in enrolment in the Nigeria secondary schools at national state and local levels has worsened the school population which hinders the government from meeting the needs of the students which affects their educational performance. The implication of students’ poor performance in Physics can be felt in the declining rate of interest and number of student offering the subject in secondary schools.

The generally falling in educational standard and their reasons can be traced the poor presentation in the process of transmitting knowledge and poor facilities in term laboratories and classroom which resulted in student performing below expectation in their examination and congestion in schools is yet to be resolved in view of the increase in the number of students enrolled for Physics. Therefore, this study attempts to look at the impact of student’s population on effective teaching of Physics in secondary school Oye Local Government Area of Ekiti State.

STATEMENT OF THE PROBLEM

It has been observed that secondary schools in Ekiti State appear to be densely populated while classrooms seem to be over-congested. It has shown the views of previous researchers on class-size in various countries. In view of the divergent opinions, the problem of this study was to determine what effect of student-teacher ratio (class-size) had on the teaching and learning of Physics in some selected secondary schools in Oye Local Government Area of Ekiti State.   This situation seems to be impairing effective teaching and learning process in the secondary schools in the state and hence the reason for embarking on this project.

OBJECTIVES OF THE STUDY

Population explosion is a common phenomenon in Nigeria secondary schools most especially in cities towns and state capital. Therefore the study on the impact of students population on effective teaching of Physics attempt to:

  1. Examine the   issues   of student population   in the secondary schools.
  2. Examine the impact of student population on effective teaching and learning process of Physics.
  • Examine   the   influence   of   school   population   on academic performance.
  1. Suggest ways to improve student’s academic performance in Physics.

SIGNIFICANCE OF THE STUDY

The researcher work would be of immense benefit to all stakeholders in secondary schools education in Oye Local Government Area of Ekiti State in general specifically the research work hopefully will serve a useful information in admission policy. Apart from identifying the causes, the effect on successful teaching, its effect on students’ academic achievement.

It will also be of great value to curriculum planners and Physics teachers teaching large class. Also, it would be beneficial to teachers of other subject dealing with large class and the work will serve as useful hints upon which concrete decision would be taken by the relevant agencies of the government. Finally the findings of work would serves as term of reference for future researchers.

DELIMITATION OF THE STUDY

This study is delimited to some selected senior secondary schools in Oye Local Government Area of Ekiti State and it focuses on the impact of student’s population on effective teaching and learning Physics in senior secondary schools.

RESEARCH QUESTIONS

To be able to solve the problem being studied the following question were raised.

  • Does class size have impact on the learning teaching Physics?
  • Does the gender of   a teacher affect the teaching of Physics in large class?
  • Is there any significant difference in the number of Physics teachers and students achievement in Physics?

RESEARCH HYPOTHESES

  • There is no significant relationship between the class sizes and students’ achievement in Physics.
  • There will be no significant relationship between the gender of the teacher of Physics in large class students and student’s achievement in Physics.
  • There will be no significant relationship between the number of Physics teachers and students achievement in Physics.

 

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