THE IMPACT OF OVERCROWDED CLASSROOM ON TEACHING AND LEARNING IN ABUJA MUNICIPAL AREA COUNCIL (AMAC): A STUDY OF SOME SELECTED SECONDARY SCHOOL IN FCT, ABUJA.

 

CHAPTER ONE

INTRODUCTION

1.1      Background to the Study

The impact of Overcrowded Classrooms on Teaching/Learning has been a perplexing one for educators.  Studies carried out have shown that the physical environment, ethnicity, socioeconomics, overcrowding, and teaching methods are all variables that affect student achievement (Molnar, 2000; Munoz, 2000). Other factors that affect students achievement are school population and class size; (Gentry, 2000; Swift, 2000).  

Henry (2009) noted that there is a perennial problem of congestion of classroom because education is poorly funded. Congestion leads to overcrowding, a situation whereby the students, classroom space and classroom utilization of facilities is lob-sided to the disadvantage of the students.  These situations affect the students’ academic performance. On other hand the National Policy on Education (2013) prescribed a maximum of thirty (30) students per class for effective teaching and learning.

However, in most  secondary schools in Nigeria, there are no fewer than fifty (50) students per class and in some school between 80-120 students per class.

The effects of the overcrowded classroom can be seen from the point of view of class-supervision,  control of choice and extraneous factors, overloaded teaching process such  as marking of assignments and examination, (Ajileye, 2012).

The issue of poor academic performance of pupils in Nigeria has been of much concern to all and sundry. The problem is so much that it has to the widely acclaimed fallen standard of education in Abuja Municipal Area Council (AMAC), Abuja and Nigeria at large. The quality of education depends on the teachers as reflected in the performance of their duties. Over time, Pupil’s academic performance in both internal and external examinations had been used to examine the excellence in teachers and teaching/Learning (Ajao, 2001). 

As schools grow, they become more bureaucratic, resulting in more formalized Human Relations and increased Curricular specialization.

Another strand, conducted by economists, directs attention to the potential for increased efficiency and cost reductions as schools get bigger. Conclusions from these two streams are not consistent: Although the studies with an organizational focus generally favor smaller schools, research with an economic focus tends to suggest benefits from increased size.

Overcrowded classrooms have increased the possibilities of risks for Students lack of interest in school and Poor performance in tests. These identify four specific problems regarding overcrowded classrooms: Pupils not getting individual attention, low reading scores, frustration and stress felt by the teachers and the inability of students to concentrate or stay on task while in class (Laura, 2009).  The problem identified can be that teachers were unable to give individual attention to the students. Teacher's aides are not always available and sometimes students have to share textbooks. It can take the entire class time for students to find seats, make sure everyone has a textbook to look at and then explain the next assignment. This leaves no time for individual attention to explain assignments or answer questions.  

Thus, with teachers unable to help individual students, those who need extra help in gaining or maintaining their reading skills get left behind. They are unable to keep up the reading or in class discussions because of too many students in one class. 

Overcrowded classrooms is a serious problem in many school systems, particularly in the inner cities, where space for new construction is at a premium and funding for such construction is limited. As a result, students find themselves trying to learn while jammed into spaces never intended as classrooms, such as libraries, gymnasiums, laboratories, lunchrooms, and even closets. Although research on the relationship between overcrowding and student learning has been limited, there is some evidence, particularly in high-poverty schools, that overcrowding can have an adverse impact on learning (Alyssa, 2016).

Ijaiya (2011), found a weak positive correlation between the opinion of students and teachers. Finding showed that over crowdedness diminished the quality of teaching and learning   with serious implication for attainment of educational goals.

It was felt that additional buildings and furniture should be priority in educational planning at all levels. Overcrowded classroom is not only the problem of Abuja Municipal Area Council (AMAC), Abuja of FCT but has now become a universal problem.

Philips (2011) submitted a report conducted by the Teachers Union which showed that the number of overcrowded classes in Nigeria was the largest, in the last few years. As a result of attrition, the average number of students in most of the classrooms range from 70 to 120. A study of overcrowded classrooms in schools found that students in such schools scored significantly lower on both Mathematics and reading during exams than did similar students in underutilized schools. In addition, when asked, students and teachers in such schools agreed that overcrowding negatively affected both classroom activities and instructional techniques.   It was found that overcrowding and heavy teacher workloads created stressful working conditions for teachers and led to higher teacher absenteeism (Hoxby, 2002).                      

Overcrowded Classroom conditions not only make it difficult for students to concentrate on their lessons, but inevitably limit the amount of time teachers can spend on innovative teaching methods such as cooperative learning and group work or, indeed on teaching anything beyond the barest minimum of required material. In addition, because teachers must constantly struggle simply to maintain order in an overcrowded classroom, the likelihood increases that they will suffer from burnout earlier than might otherwise be the case.

Although there is a significant amount of research analyzing students performance (Matuga, 2009; Rusillo & Arias, 2004), there is still a need for more concrete test results. It is necessary to define the effects of Environmental, Psychological, and Sociological elements. This clarity will better enable schools to provide a quality Learning institution – an organized and established Public Domain, with a sphere of knowledge, influence, and activity (Merriam-Webster Dictionary).

In order to better understand the skill levels of students, it might be necessary to evaluate factors affecting their performance. These factors can include: School Structure and Organization, Teacher Quality, Curriculum, and Teaching philosophies (Driscoll, Halcoussis, & Svorny, 2003). The idea that School population and class size might affect pupil’s performance is consistent with the growing literature on the relationship between Public sector institutional arrangements and outcomes.

The purpose of this study is to further examine the impact of overcrowded classrooms on the on Teaching/Learning in Schools: within Abuja Municipal Area Council (AMAC) of FCT, Abuja.

1.2       Statement of the Problem

In an attempt to put sound education on ground, many factors have been cited as being responsible for the falling standard of education where it is perceived and established. Among such factors is the issue of overcrowded classrooms.

Many researchers have written on the relationship between class size and academic achievement of students. Fabunmi, Brai & Adeniyi (2007) pointed out that classroom congestion and low utilization rate of classrooms are common features of  schools in Nigeria. They have negative impact on both teacher’s productivity and students academic performance. Adeyemi (2008) carried out a study titled “Effect of class size on the teaching and learning of chemistry in secondary schools in Delta state. Shuah (2012) carried out a study on the impact of overcrowded classroom on the academic performance of students.

 Also Fleming, Toutant & Raptis (2002) investigated on class size and its effects.

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