CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In the realm of higher education, the impact of class size on the academic performance of university students is a subject of paramount importance, especially in the context of Nigeria. Class size refers to the number of students in a particular classroom, and its implications for student learning have been a focal point of educational research and policy discussions globally. In Nigeria, where the demand for tertiary education has surged in recent years, understanding the relationship between class size and academic performance is crucial for fostering effective learning environments. This introduction seeks to explore the multifaceted aspects of this issue, shedding light on its potential consequences for the educational landscape in the country. Hoffman (1980)
Research on class size and its effects on academic achievement has been extensive and diverse, encompassing various educational systems and contexts. Scholars such as Hattie (2009) argue that smaller class sizes contribute to improved student engagement, personalized instruction, and enhanced teacher-student interactions, ultimately leading to better academic outcomes. Conversely, others suggest that the relationship between class size and academic performance is complex, influenced by factors such as teaching methods, classroom management, and the socio-economic background of students Understanding these dynamics is crucial for policymakers and educators in Nigeria as they strive to optimize learning conditions for the burgeoning student population. (Blatchford et al., 2011).
In the Nigerian higher education landscape, characterized by a surge in student enrollment and limited resources, addressing the issue of class size becomes imperative. The UNESCO Institute for Statistics (2020) highlights the rapid growth of tertiary enrollment in Nigeria, emphasizing the need for effective strategies to accommodate this influx. As universities grapple with resource constraints, exploring how class size impacts the academic performance of students becomes a pertinent avenue for improving educational outcomes. By delving into this relationship, stakeholders can develop informed policies and practices that align with the unique challenges and opportunities presented by the Nigerian higher education systemR. O., & Bamiro, N. B. (2021). Top of Form
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1.2 Statement of the Problem
The investigation into the impact of class size on the academic performance of university students in Nigeria addresses a crucial concern within the educational landscape. As the enrollment in higher education institutions continues to rise, the size of classes becomes a significant factor influencing the quality of education. The statement of the problem revolves around understanding the potential correlations between class size and academic achievement, considering the unique context of Nigerian universities. The escalating student-to-teacher ratio in classrooms may have far-reaching consequences on the effectiveness of instruction, student engagement, and overall learning outcomes. Exploring this issue is essential for educators, policymakers, and administrators to make informed decisions that can enhance the educational experience and academic success of university students in Nigeria. The study aims to shed light on the nuanced dynamics of class size and its implications for the academic journey, contributing valuable insights to the ongoing discourse on educational reform and quality improvement in the Nigerian higher education system.Top of Form
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1.3 Objectives of the Study
The main objective of the study is to examine impact of class size on academic performance of university students in Nigeria. Specific objectives of the study are:
- 1. To examine the relationship between class size and academic performance (measured by GPA) among university students in Nigeria across different disciplines.
- 2. To investigate the mediating role of teacher-student interaction and student engagement in the relationship between class size and academic performance.
- To analyze the moderating effects of student characteristics (e.g., learning style, academic preparedness) and university resources (e.g., technology, teacher training) on the impact of class size on academic performance.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- 1. Does class size (small, medium, large) have a significant impact on the academic performance of university students in Nigeria, and if so, does this differ across different disciplines (e.g., STEM vs. humanities)?
- 2. To what extent do teacher-student interaction and student engagement mediate the relationship between class size and academic performance? How do these factors vary based on class size?
- Do student characteristics (e.g., introverted vs. extroverted, well-prepared vs. underprepared) and university resources (e.g., access to online learning platforms, qualified teachers) moderate the impact of class size on academic performance? If so, how?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no statistical significant relationship between class size and academic performance.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to university of Lagos. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
REFERENCES
Yusuf, t. A., onifade, c. A., & bello, o. S. (2016). Impact of class size on learning, behavioral and general attitudes of students in secondary schools in abeokuta, ogun state nigeria. Journal of research initiatives, 2(1), 12.
Carroll, a., houghton, s., wood, r., unsworth, k., hattie, j., gordon, l., & bower, j. (2009). Self-efficacy and academic achievement in australian high school students: the mediating effects of academic aspirations and delinquency. Journal of adolescence, 32(4), 797-817.
Akinyemi, i. A., lawal, r. O., & bamiro, n. B. (2021). Effects of class size and time management on students’academic performance in public tertiary institutions in lagos state, nigeria. Unizik journal of educational research and policy studies, 8, 12-19.
Hattie, j. (2009). The black box of tertiary assessment: an impending revolution. Tertiary assessment & higher education student outcomes: policy, practice & research, 259, 275.
