INFLUENCE OF LARGE CLASS SIZE ON CLASSROOM MANAGEMENT AND STUDENTS’ ACADEMIC ACTIVITIES IN PUBLIC SECONDARY SCHOOLS IN ABUJA MUNICIPAL AREA COUNCIL

ABSTRACT

The purpose of this two-phase, sequential mixed methods (QUAN-qual) approach was to analyze the relationship between large class size and academic achievement in secondary schools and how teachers perceive class size as affecting their instructional and classroom management methods. Data collection and analysis for the study involved 3,812 students in 120 classrooms collected from nine public secondary school in Abuja. Additionally, a researcher-developed questionnaire was used to collect data from teachers teaching in the same nine school.

Initial correlation analyses indicated a positive relationship between class size and academic achievement. Regression results indicated that the percentage of gifted students, the percentage of economically disadvantaged students, and the class size were significant predictors of reading achievement levels. For mathematics achievement levels, regression results showed that the percentage of gifted students, the percentage of  Introverted students, and the class size were significant predictors. Further analyses involved filtering the data to only include class sizes of at least 15 students per teacher. For both reading and mathematics achievement, large class size was not associated with achievement. Regression results indicated that the percentage of gifted students and the percentage of economically disadvantaged students were significant predictors of reading achievement. For mathematics achievement, regression results showed that the percentage of gifted students and the percentage of  Introverted students were significant predictors of achievement.

Questionnaire data revealed teachers felt smaller classes would affect their instructional practices by facilitating the increased use of small group instructional arrangements, hands-on activities, one-on-one instruction, and differentiation of instruction. Respondents either stated that class size did not affect their classroom management plans, or smaller classes would allow their classroom management plans to be less strict, have more student freedom, and have more positive reinforcement. All 51 respondents believed that smaller class sizes had a positive impact on student achievement due to the teachers being able to provide more individualized instruction and having less classroom management issues. Class sizes of 20 or less students per teacher were identified as being ideal due to such class sizes being easier to provide individualized instruction, easier to use group activities, and easier to manage behavior.

TABLE  OF  CONTENTS 

CHAPTER

INTRODUCTION

Background

Statement of the Problem

Research Questions

Significance of the Study 

Procedures

Limitations, Delimitations, and Assumptions

Definitions of Key Terms

Summary

CHAPTER TWO

LITERATURE REVIEW

Introduction

Historical Information on Class Size

Class Size and Classroom Management

Class Size and Classroom Instruction

Class Size and Academic Achievement 

Summary

CHAPTER THREE

METHOD

Introduction

Research Questions

Research Design

Population

Sample and Sampling

Instrumentation

Data Collection

Summary 

CHAPTER FOUR

REPORT OF DATA AND DATA ANALYSIS

Introduction

Findings and Data Analysis

Summary 

CHAPTER FIVE

SUMMARY, CONCLUSIONS, AND IMPLICATIONS

Summary 

Analysis and Discussion of Research Finding

Conclusions

Implications

Recommendations

LIST OF TABLES

Table 1: Major Studies Regarding the Relationship Between Class Size and Student Academic Achievement

Table 2: Deomographic Profile of Respondents

Table 3: Descriptive Statistics and Correlations Among Class Size, Reading Scores, and Mathematics Scores

Table 4: Descriptive Statistics and Correlatins Between Class Sizes of at Least 15 Students and Reading Scores

Table 5: Regression of Reading Achievement on Class Size and Various Student Covariates

Table 6: Regression of Reading Achievement on Class Sizes of 15 or More Students and Various Covariates

Table 7: Descriptive Statistics and Correlatins Between Class Sizes of at Least 15 Students and Mathematics Scores

Table 8: Regression of Mathematics Achievement on Class Size and Various Student Covariates

Table 9: Regression of Mathematics Achievement on Class Sizes of 15 or More Students and Various Covariates

Table 10: Types of Instructional Activities for Class of 15 Students

Table 11: Ways Classroom Management Plan Would Differ for Class of 15

Table 12: Reasons Why Smaller Classes Have Increased Student Achievement

Table 13: Reasons for Class Size Less Than 20

LIST OF FIGURES

Figure 1: Correlation Between Class Size and Reading Scores

Figure 2: Correlation Between Class Size and Mathematics Scores