Influence of Class Size and Availability of Resources on Students’ Academic Achievement in Computer Science in Junior Secondary School in Ibadan South West Lga
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Influence of Class Size and Availability of Resources on Students’ Academic Achievement in Computer Science in Junior Secondary School in Ibadan South West Lga
ABSTRACT
This study focused on the impact of class size and resource availability on academic achievement among students in public junior secondary schools in the Ibadan South West local government region. The purpose of this study was to determine the impact of class size and resource availability on student academic attainment.
The researcher made an attempt to evaluate books, journals, and other materials related to the many topics covered in the literature review. The study population consisted of 80 students from four public secondary schools in Ibadan South West local government area, Oyo state.
This study’s data was collected via a questionnaire. The data were analysed using the SPSS computer software. The results show a substantial link between class size, resource availability, and academic accomplishment.
Chapter one
INTRODUCTION
1.1 Background of the Study
Class size and the availability of resources such as classrooms, libraries, technical workshops, laboratories, teacher quality, school management, teaching methods, peers, and so on all have an impact on students’ academic progress (Ajayi, 2001 and Oluchukwu, 2000). As a result, class size and resource availability continue to be significant factors to consider and control in order to improve students’ academic performance.
The government, parents, professors, and even students themselves have all expressed worry over Nigerian kids’ dismal academic success. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the class size and availability of resources (Ajao 2001).
The amount to which student learning can be enhanced is determined by their position within the school premises, classroom structure, and the availability of educational facilities and accessories.
It is considered that a well-planned school will prepare kids for expected educational outcomes such as good social, political, and economic emancipation, effective teaching and learning, and academic accomplishment.
Williams, Persaud, and Turner (2008) relate this study to international occurrences by quoting Marsden (2005), who reported that a safe and orderly classroom environment (aspect of instructional space), school facilities (accessories), and students’ academic achievement in schools.
The three researchers also cited Glassman (1994), who stated that a comfortable and loving environment, among other therapies, contributed to improve students’ academic achievement.
The physical aspects of the school have a number of implications for teachers, students, and the learning process. Poor lighting, noise, excessive levels of carbon dioxide in classrooms, and fluctuating temperatures all make teaching and learning difficult.
Poor maintenance and ineffective ventilation systems lead to poor health among students and teachers, resulting in poor performance and more absenteeism (Frazier, 2002).
Lyons, 2001; Ostendorf, 2001). These factors can have an unfavourable effect on student behaviour, leading to increased irritation among teachers and a bad learning attitude among students.
Aside from the direct effects that poor facilities have on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, and frustrating student behaviour such as poor concentration and hyperactivity, lethargy, or apathy creates a stressful set of working conditions for teachers.
Because stress and work unhappiness are common precursors to low teacher enthusiasm, the aforementioned school facility qualities may have an impact on kids’ academic progress.
Previous studies have investigated the relationship of poor class size and availability of resources, including problems with student-teacher ratio, school location, school population, classroom ventilation, poor lighting in classrooms, and inconsistent temperatures in the classroom, with student health problems, student behaviour, and student achievement (Crandell & Smaldino, 2000; Davis, 2001; Johnson, 2001; Lyons, 2001; Moore, 2002).
Stricherz, 2000; Tanner, 2000. To complement existing studies, the current study will look at how class size and resource availability effect student performance in Nigerian schools.
1.2 Statement of Problem
During his academic career, a student encounters numerous challenges. These difficulties are diverse. The study focusses on the impact of class size and resource availability on student academic achievement and potential solutions to the problem.
The alarmingly bad performance in the examination is undoubtedly of significant worry to the researcher, who regards the study as unavoidable.
It is highlighted that pupils’ performance at the junior secondary school level varies between private and public schools due to environmental constraints.
High levels of academic accomplishment may not be assured in instructional spaces such as classrooms, libraries, technical workshops, and laboratories that are architecturally deficient.
However, little is known about the effect of class size and resource availability on students’ academic progress in junior secondary school in Ibadan South West Local Government Area, Oyo State.
1.3 Objectives of the Study
The aims of the study are as follows:
Assess the impact of small class sizes, classroom building, adequate class furniture, and resource availability on student performance in junior secondary schools in Oyo.
1.4 Research Questions.
The following questions are raised regarding this research:
What effect does small class size have on student achievement in Oyo State’s junior secondary schools?
What effect does classroom block have on student achievement in Oyo State’s junior secondary schools?
What effect does sufficient classroom furniture have on student achievement in Oyo State’s junior secondary schools?
What effect does the availability of resources have on student achievement in Oyo State’s junior secondary schools?
1.5 Research Hypotheses.
The research hypotheses are as follows:
In Oyo, there is no significant difference in student performance between small and big class sizes. Additionally, there is no significant difference between pupils who were taught with or without instructional tools.
1.6 Significance of the Study
It is hoped that this study would provide information for parents, educators, and school administrators to consider the numerous aspects that assist kids in meeting their academic goals.
In doing so, they can look into the prospect of introducing those qualities to their school, which could lead to improved educational outcomes for kids.
Furthermore, because this study is being undertaken in computer science in junior secondary schools, it has a lot in common with many other studies.
In this regard, this study serves as a great resource for other schools to consider how the school environment affects the academic accomplishment of secondary school students.
This work would also serve as a stepping stone for other researchers looking for better ways to solve the problem of class size and resource availability, as well as students’ academic achievement in junior secondary school in business study, a case study of selected junior secondary schools in Ibadan South West Local Government Area, Oyo State.
1.7 Scope of Study
The purpose of this endeavour is to include four schools in Ibadan South West Local Government Area.
They are:
Awori College, Ibadan South-West
Ajangbadi High School and Oyo Model College in Ibadan South West.
Ibadan South West Community High School.
This study focusses on junior high school students.
It is believed that the findings in these locations would serve as a useful guidepost for what happens in other parts of the state and the federation, given that pupils face a variety of environmental constraints.
1.8 Definition of Term.
Academy: A school or college providing specialised training.
Student: The term “student” refers to anyone who is willing to study and participate in learning activities.
The environment can be defined as the whole of natural and artificial (manmade) phenomena that have direct and
Learning is essentially the process of adjusting to and improving one’s environment. What is learnt can be measured by observing the individual’s actions.
Performance refers to the act of performing a play, concert, or other sort of entertainment.
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