CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This
chapter basically reviewed previous literature, outlined and explained some key concepts used in this study
and also examines the contributions of some experts and scholars. The
literature reviewed for this study was discussed under the sub-headings below:
1.
Concept of overpopulation on implementation
of school curriculum.
2.
Correlation between class size and
effective learning.
3.
Impacts of overcrowded classroom of
students on academic performance of students in Nigerian schools.
4.
Impacts of school population on Teachers’ and
school Resources.
5.
Empirical studies on overcrowded classroom and
implementation of school curriculum.
6.
Appraisal of literature.
2.2
Concept of overpopulation on the implementation of school curriculum
Class-size
is an educational tool that can be used to describe the average number of
pupils per class in a school. It is described as the number of pupils per
teacher in a class (Jonah, 2009). It is a tool that can be used to measure the
performance of the education system. In relation to size, Dror (2005) reported that the rational
utilization of classroom space depends upon class-size. This in turn would
depend upon the area of the classroom. He argued that there are approved norms
of class-size, 40 pupils per class for grades 1 to 8 and 35 pupils per class
for the senior classes; while the standard allocation of class space is 1:25
square meters.
In Nigeria, however, Ajayi (2000)
reported that the class-size in primary schools ranges between 35 or 40 pupils.
Class factors are very important in the teaching-learning activities,
particularly when curriculum implementation is being considered. Class size is
an important factor in relation to academic performance of pupils. There is a
consensus among various researchers and educationists that, the lower the class
size or teacher-pupil ratio, since pupils’ achievement decreases as class size
increases. Many studies have pointed out the significance of teacher pupil
ratio to cognitive learning in the school (Fabunmi, 2000).
Federal
Government of Nigeria (2009) in the National Policy on Education recommended
that the teacher-pupil ratio should be 1:40 at the secondary school level,
while that of primary school should be 1:35. In emphasizing the importance of class
size to the learning/teaching process. The relationship between class size and
academic performance is a major controversy. The lower teacher-pupil ratio
allows for more effective communication between the learner and the teacher.
The effect of class size on cognitive achievement has been debated and
researched for many years and has been inconclusive.
Fabunmi
(2000) opined that even with these methodological problems, research has
generally demonstrated the influence of class or teacher – pupils’ ratio on
student’s performance in a variety of educational setting. In the view of this
fact, it could be said that teacher-pupil ratio is one of the important factors
determining good academic performance of students.
A
study by Angela, Jeffrey & Smith (2011) reported that there is positive
relationship between certain variables such as class size, teacher – pupil
ratio, students factors and performance in examination. They were discovered to
be factors that have strong and direct influence on academic performance of
schools. Schools with larger class size and high teacher-pupil ratio recorded
poor performance while better academic performance is associated with schools
with small size and lower teacher-pupil ratio. A study Johnson (2000) confirm
that there was no relationship between the size of the class and the results.
Sullivan (2009) in one of his major findings revealed that the class sizes were
found to be negatively related to school academic performance.
2.3 Correlation
between Class Size and Effective Learning
Johnson
(2000) found that “there was no significant difference in post test achievement
scores between large classes and small class control groups in developmental
English”. According to Johnson (2000) experience, “larger is sometimes better”.
Lynch (2010) identified two of the problems, which large classes pose, they are
(1) the provision of an opportunity for discussion or for any kind of oral
input to the written work is difficult; and (2) the amount involved can
dissuade even the not enthusiastic teacher from setting the amount of written
work that he feels would benefit the
pupils. Larry (2009) pointed out
that for enthusiastic teachers, “If classes are very large, it is important
that as far as possible, the learners should be constantly busy and the tasks
should function continuously without repeated intervention from the teacher”.
On
the other hand, most parents, teachers and students have a strong belief that
small group classes are preferable to large ones. As Johnson (2000) put it “there is, after all, an orthodox tradition
to the proposition that small classes are necessary for pupils’ achievement”.
In some of the experiments performed, Finn (2002) discovers that “in reading
scores on individual tests, pupils in smaller classes did better than those in
the larger classes.
As
a corollary to this, Kurecka and Claus (2000) indicates through meta-analyses
that compare to large classes, small classes lead to higher pupil achievement,
more favorable teacher effects (e.g. moral, attitude towards student) greater
attempts in individual instruction, a better classroom climate and more
favorable student effects (e.g. self concept and participation).
2.4 Impacts of Overcrowded Classrooms on
Academic Performance of Students in Nigerian Schools
Overcrowding
in public school classrooms is an ongoing problem. As schools across the
country get shut down, those students get sent to another school. Those schools
end up having larger classrooms for the most part. Eventually, those schools
become overcrowded. Unfortunately, overcrowding of classrooms lead to many
problems in the long run for the most part. This is one of the reasons that the
public school system in the United States has taken such a bad rapport. But,
the short-term and long-term effects of overcrowded classrooms are very
detrimental. Lynch (2010) reports that in large classes, the provision of an
opportunity for discussion or for any kind of oral input to the written work is
difficult.
To
Kickbusch (2000), there is the possibility of pupils copying or cheating. In
teaching large classes in Nigeria, Chipunza (2003), enumerated the following as
problems of teaching large classes :
pupils negative attitude to learning new
things ;discipline problems ; pupils using the mother tongue when asked to work
in pairs or group; noisemaking; lack of opportunity for developing individuals communicative skills and problems of boredom in teaching and testing as well as
teacher domination. As Larry (2009) puts it, large classes are obsessions for
teachers. In summarizing the problems associated with the large classes,
Kickbusch (2000) list that discomfort, control, individual attention,
evaluation and learning effectiveness are the key problems of teaching large
classes.
Kolo and Ojo (2006) noted that
teacher perceived that lots of time is spent in teaching large classes. Other
view of teacher are that exercises are not finished during the forty minutes
allocated for teaching making class work to be cumbersome to handle by one
teacher; there is stress and boredom and fatigue in marking and class control.
Due to these problems, many good teachers have resigned
Pupils in a large classroom tend to
become one of the crowds. Behaviour and work standards usually drop as some
pupils begin to act out in order to get the teacher's attention. This not only
affects their own work, but is often disruptive to other pupils. Some pupils
are quiet achievers, and do not like to draw attention to themselves. Because
the teacher is already stretched trying to not only control, but continue to
teach all of the pupils, these quiet
achievers may not get the help that they normally would. This in turn causes
stress to the child, and can result in poor grades. Left untreated, the child
may lose all enthusiasm for their study and have not only their grades drop,
but their self-confidence too.
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