CHAPTER ONE
INTRODUCTION
1.1. Background to the Study
Education is the key to a country’s development; however, it is not possible to think about the quality of education without having academically qualified and professional responsible teachers. In Nigeria, English Language is a mandatory subject right from nursery classes to university level. All the students to be involved in this study are all in senior secondary school and are required to sit for public examinations (such as West African Examination Council (WAEC), National Examination Council (NECO), General Certificate Examination (GCE), etc.) in English once they reached senior secondary school class three. However, it should be noted that a number of secondary schools in Nigeria have made their own attempts to split classes or reduce numbers in highly valued subjects like English language because, very often, school administrators believe that smaller classes better facilitate language learning, (Aluko, 2015).
Learning anxiety is seen as one of the most pervasive barriers to language learning, (Arnold & Douglas Brown, 2016). Learning a second language such as English Language is perceived to be a profoundly unsettling psychological proposition, (Guiora, 2014), while speaking in a foreign language as well stimulates a great deal of stress and anxiety in learners, (Allwright & Bailey, 2012). This makes it germane to consider some of the issues and factors that underpin student participation and oral production in the classroom, most especially in classes of different size. These factors may include individual learning styles, the cultural background of pupils and their psychological state in learning a second language. Clinically, language learning anxiety manifests itself in the same way as any specific anxiety: apprehension, sweating, worry, dread, lack of concentration, forgetfulness, and avoidance strategies including missing class and delaying the submission of homework, (Horwitz, Horwitz, & Cope, 2017).
Study on class size shows that, students in smaller classes may be more willing to partake in classes by asking questions and engaging with the teacher. Such engagement may include students asking their teachers for assistance and clarification during lessons, either orally or by non-orally manners, like lifting up their hands or signaling for attention, (Adebayo, 2014). Students in small classes may as well sense a lighter learning atmosphere simply because of a stronger sense of unity and cohesion among classmates, (Wang & Finn, 2015). Although, it is likely that this may transform into more spontaneous communication acts, i.e. jokes, humorous exchanges and even playful challenges to their teacher. However, it should be mentioned that, all of this research has been carried out in Anglophone contexts such as the UK and the United States which makes it unhelpful to generalize such findings to the African context especially Nigeria because of its different cultural and educational system. Cultural aspects like self esteem, confidence, and ‘face’ have all been well documented, with the concept of face being seen as complex and dynamic, (Chang & Holt, 2014) and directly related to the concept of communication anxiety and students’ fear of making mistakes.
Although, there isn’t clear consensus in the educational research literature whether increasing average class size will have an effect on student academic performance. A number of scholars (Horwitz, Horwitz, & Cope, 2017; Edmondson & Mulder, 2014) have suggested that, changing class size could have an influence on student academic performance. Since the early 20th century, scholars, teachers and experts, in the domain of education, have been concerned with the examination of the factors linked with the teaching and the learning processes. One of the main issues has been the impact of class size on the learner achievements. According to Messineo, Gaither, Bott, and Ritchey, (2015), interest in the impact of class size on teaching and learning has emerged since the 20th. Indeed, various studies, mainly on undergraduate learners, have been carried out (such as, Edmondson & Mulder, 2014; Glass & Smith, 2016; Hedges & Stock, 2013). Although, the issue seems more complicated at tertiary level, much of the investigations were carried out in elementary and secondary schools. Kerr (2011) points out that, fewer studies have evaluated the impact of class size on the learning experience and outcomes in the post-secondary context, and even fewer still in the Nigeria context.
Research on the effect of class size on student performance has led into rather controversial notions, definitions and opinions. The intersection of the factor of class size with a range of other factors was one of the motives behind such a controversy. There wasn’t a consensus among scholars with regards to the definition of large class. Kerr (2011) noted that, the definition differs according to the discipline, the level and nature of the class and the opinions of teachers and individual students. Further, he argued that a large class may include an introductory class of 700 students or an upper year seminar with fifty. Similarly, in a number of countries, 25-30 students per one teacher could be seen as large, while in other countries this is considered to be normal or even quite small. Mulryan-Kyne (2010) admits that, it isn’t that easy to ascertain exactly what constitutes a large class, mainly in a tertiary level education context.
Several perceptions have varied across various disciplines and education levels. In addition to the number of students, other factors such as the teacher competency, the availability of resources have been associated to the study of the impact of class size on student learning and teaching. Class size, according to Blatchford, Moriarty, Edmonds, and Martin (2014) is a crucial significant environmental factor that impacts teachers and pupils in a number of ways, however, the other contextual factors shouldn’t be disregarded. In the same vein, Mulryan-Kyne (2010) argued that, there are a number of factors that should be considered as relevant such as the nature of the programme or course being taught, the accommodation and facilities that are available and the resources needed. For instance, meeting the needs of a class of 50 in an English Language designed for 30 is likely to be more challenging than presenting a history lecture to 220 students in a lecture room designed for 200. The great challenge to experts, scholars and teachers was to provide sufficient evidence to identify the connection between class size and student performance, (Mulryan-Kyne, 2010).
A lot of studies have identified the central role of the teacher in enhancing and promoting the quality of education. Indeed, various studies have shown that teacher competency is a more significant determinant of student learning than class size. McKeachie (2011) argued that, although there are both practical and theoretical reasons why class size should make a difference at tertiary level, in the end, it is the skill and competency of the teacher that counts. The same view is supported by Nomaye (2006) who noted that, what counts isn’t the size of the class, but the quality of the teaching. Baldwin (2013) focused on this particular issue. In his study, he investigated whether a qualified teacher with an excellent reputation as a lecturer could do better in a mass lecture section than doctoral students with smaller sections. Baldwin concluded that, there is no significant difference in students’ performance. Similarly, Hill (2014) doesn’t recognize any performance advantages for small classes. Other researchers (such as Biggs, 2017; Carbone & Greenberg, 2013; Ward & Jenkins, 2012) have attempted to support the idea that a large class impact negatively on teaching and learning by focusing on the problems that teachers and students meet in large classes. Problems such as anonymity and passivity among students, poor engagement of student with course content, low motivation and low participation level are the consequences of being taught in large classes, (Biggs, 2017; Carbone & Greenberg, 2013; Ward & Jenkins, 2012)
This study makes clear that learning in a large class impacts negatively on the student performance. It is an exploration of the organizational and pedagogical difficulties that are frequently encountered by the teachers dealing with large classes and the effects on student learning. It is also an investigation of the approaches and strategies adopted by the teachers to handles difficulties encountered in such contexts.
1.2. Statement of the Problems
Large classes are the norm and a cause for concern for many language teachers. In many, if not most, educational contexts around the world, classes of 40 to 50 or even more students are common. Teachers appear to believe that such class sizes are the reason of many of the problems they face. Yet, while large classes may add substantially to teacher workload, there is almost no evidence from English language teaching contexts that large class sizes adversely affect learning. This study examined the impact of class size on teaching and learning English as a second language. Given that a lot of the problems identified by teachers have the potential to adversely affect student learning, (for instance, LoCastro, (2011) suggests that, the interaction issues in large classes would lead to less effective learning), the paucity of explicitly stated links between class size and effectiveness of learning is surprising. This dearth of explicit connections between class size and learning could be as a result of these three issues, which will be discussed below.
First and foremost, although large classes can result into various problems, however, these problems may be solvable as the literature on teaching tips for large classes suggests. These teaching tips range from very specific solutions such as ways of remembering large numbers of students’ names, (e.g. Duppenthaler, 2013; Nunan & Lamb, 2014; Sarwar, 2012) to global solutions such as using project-based or cooperative learning, (e.g. MacDonald, Thiravithul, Butkulwong, and Kednoi, 2002; Sarwar, 2011). However, while such tips provide useful suggestions for teachers, there is no research evidence that they promote student learning.
A second reason for the lack of connections between class size and learning is that, the problems reported by teachers in surveys may reflect teachers’ perceptions more than reality. Although, there are comparatively few studies that evaluate what actually happens in large language classes, those that do exist show that the problems associated with large classes may be fewer and less serious than the surveys of teachers’ beliefs suggest. For instance, Boonmoh (2010) kept a diary while teaching a class of 84 students and found that his initial very negative expectations of the situation didn’t actually manifest themselves; and Watson Todd (2016), comparing two different-sized classes of similar students following the same course and taught by the same teacher, found few differences in classroom language or teacher behaviour.
The third reason is that, in spite of the beliefs of teachers that large classes cause problems, there is very little actual evidence showing any relationship between class size and learning. Allwright (2011) cited a lack of research evidence showing that large class sizes are prejudicial to learning, and almost nothing has changed since then. In contrast to mainstream education where large-scale research projects have been carried out to investigate the effects of class size on learning (e.g. Finn & Achilles, 2015), in English language teaching there is almost nothing, and the little research that has been carried out has shown that the effects on learning of other factors such as teacher quality or classroom activities greatly outweigh the effects of class size, (Kumar, 2012). Nevertheless, even if other factors have a greater impact on learning than class size, class size may still influence learning, and since class size is a factor that is easier to control than, say, teacher quality, it seems essential to know whether and to what extent class size does influence learning.
Therefore, based on the above, this study will fill the gap by examining how class size influence the teaching and learning of English as a second language, using Ikenne local government area of Ogun State as the study case.
1.3. Research Objectives
The main objective of this study is to examine the impact of class size on teaching and learning English as a second language in Ikenne local government area of Ogun State. However, the specific objectives will be to;
- determine the extent to class size have an effect on student learning outcome in English language.
- find out whether students experiencing small class sizes in English Language have a higher score.
- examine if class size affect the effectiveness of teachers in teaching and learning of English Language
1.4. Research Questions
Based on the objectives above, the following research questions were poised for the study.
- Does class size have an effect on student learning outcome in English language?
- Does reducing the number of students in English Language class result in higher or lower grades in English Language?
- To what extent is the effectiveness of class size in enhancing the teaching and learning of English Language by teachers?
- What other factors motivates students’ learning of English Language other than class size?
1.5. Research Hypotheses
The following research hypotheses will be formulated in their null form, which are;
- Class size does not significant have an effect in the learning outcome of students’ in English language.
- Reducing the number of students in English Language class does not result in higher or lower grades in English Language?
- Class size does not enhance the teaching and learning of English language by teachers.
1.6. Scope of the Study
The scope of this study was limited to few selected secondary schools in Ikenne Local Government area of Ogun State. The study will be confined to English Language as a second and official language in Nigeria. A total of 5 secondary schools in Ikenne Local Government Area will be examined for the study which are; Mayflower, Ikenne Community High School, Illisan High School, Peekan International School, and Remo Methodist High School. While, the study will be limited to the use of questionnaire as a primary source of data to gather the opinion of the respondents.
1.7. Significance of the Study
The findings from this study will help to highlight those areas where there are issues in class size and teaching and learning of English Language as a second language, and thus will be of great benefit to teachers, school administrators, students, parents, parents and government, and society at large. The results of this study would hopefully be significant in the sense that it would enable teachers and school administrators to put in place necessary measures that will help reduce large classes in order to enhance effective teaching and learning of English Language.
Finally, this study will be a supplement to the existing literature in the field and an additional scholarly work on class size on teaching and learning of English language as second language.
1.8. Operational Definition of Terms
English language learner (ELL): An English language learner isn’t necessarily a student who speaks more than one language. An ELL is a student whose native language is something other than English and/or someone who is either learning English or is not entirely “proficient” in the English language
Class-size reduction (CSR): Class-Size Reduction is an educational approach and reform, which has been attempted and implemented in the country. The purpose of CSR is to essentially improve student performance and achievement by decreasing the amount of students per teacher, allowing for there to be more individualized teacher-student attention, (Chingos, 2013).
Effective teacher: An effective teacher is someone who is able to help the progression of students’ learning and achievement in the classroom as well as on standardized assessments through providing students with the necessary and appropriate resources along with highly engaging, mentally stimulating and differentiated material.
1.9. Organization of Chapters
This study is organized into five main chapters. Chapter two consists of the literature review that reveals the findings and research that already exists on the topic. Chapter three summarizes the scope and methodology used to organize and carry out this study. The discussion of the results after analysis of the findings and comparison to the information revealed within the literature review is conducted within Chapter four. Chapter five provides a summary of the study, its limitations and further recommendations.
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