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SCHOOL POPULATION AND EFFECTIVE TEACHING AND LEARNING IN PRIMARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The poor performance of public primary schools students in Common Entrance and first school leaving certificate exams, is a threat to the society which calls for proper investigation. Some scholars have proposed various factors responsible for the poor performance of the public secondary schools students. For example some said the physical environment, class size, overcrowding of classrooms, teaching methods, and lack of instructional materials.

In the words of Emile Durkhein "education is the systematic socialization of the younger generation by which the later learns religions and moral beliefs, feelings of nationality and collective opinions of all kinds".

(Omokhodun, 2009) sees as the transfer of past knowledge, skills and values of the entire human society from generation to generation in order to prepare the individuals for their positive contributions to themselves and their society, and to help the individuals attain the development of his potential. It is the transmission of the values and accumulated knowledge of the society.

(Bolarin, 2012) considers education as a process by which the individuals develop the abilities, attitudes and other forms of behavior which are acceptable in a given society.

The importance of education made the establishment of the school mandatory, the school is an institution devoted to learning, it serves as a formal center where formal education is provided. It is a factory where educated men and women are produced. Considering the importance of the school environment, the condition of school environments in Nigeria especially public schools calls for a concern. Geometric increase in population in Nigeria has resulted in geometric increase in the population of school children and adolescents while the infrastructure is at arithmetic progression. This rate of increase in students enrolment into public schools has led to overcrowding of classrooms, over usage of facilities equipment and materials and the overuse of the school environment.

Most public schools are overcrowded and thereby exist with environmental and classroom problems like truancy, noise making, medical/health problems, fighting among others. As a result of these problems, this research emerged to study the impact of overcrowding of classrooms on academic performance of students. It is hoped that this study will afford the opportunity to executive the condition of public schools and the declining standard of education in the public schools.

In the landscape of educational research and policy, the interplay between school population and effective teaching and learning in public primary schools holds significant importance. As the cornerstone of formal education, primary schools serve as the initial platform where students embark on their academic journey. Understanding the dynamics of school population, encompassing factors such as class size, student-teacher ratios, and demographic composition, is pivotal in shaping the quality of teaching and learning experiences within these institutions. Effective teaching and learning, characterized by pedagogical strategies that engage students, promote deep understanding, and foster academic achievement, are essential for ensuring the fulfillment of educational goals and the holistic development of learners.

To provide clarity, it is imperative to define the key terms within the scope of this study. School population refers to the total number of students enrolled in a particular primary school, encompassing various demographic attributes such as age, gender, socioeconomic background, and cultural diversity. Effective teaching pertains to instructional practices that facilitate meaningful learning experiences, encompassing methods that cater to diverse learning needs, stimulate critical thinking, and promote active participation among students. Similarly, effective learning denotes the acquisition of knowledge, skills, and competencies by students through engaging educational experiences that enable them to meet academic standards and achieve their full potential. In this study, the relationship between school population dynamics and the efficacy of teaching and learning in public primary schools will be explored, aiming to provide insights into optimizing educational outcomes and promoting equitable access to quality education for all students.

1.2 STATEMENT OF THE PROBLEM

According to the recommendations of the United Nation Educational Scientific and Cultural Organization (UNESCO) a classroom is a designated place for educational activities. In the formal school community the teacher and pupils/students ratio of 1:25 is expected. In spite of this recommendation, public schools in Nigeria operate on between 1:50, to 1:70 Teacher-students ratio. This phenomenon has resulted in a shortage of infrastructures, books, instructional materials and other useful items needed for effective teaching and learning. In light of the above, academic standards has been on the decline in the country and certificates issued by Nigerian institutions are as a result being subjected to serious scrutiny in other countries of the world especially in Europe and America.

It is in this light that this research assesses the impact of poor classroom situations on academic performance, having believed that teaching and learning can only take place under a conducive environment.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine school population and effective teaching and leadership in primary schools.

Specific objectives include;

1. Investigate the factors contributing to the overcrowding of public school classrooms.

2. Examine the potential relationship between classroom overcrowding, student attitudes, and behavior.

3. Explore the impact of overcrowding on teaching and learning within public school classrooms.

4. Assess the significance of classroom overcrowding on academic achievement among students in public secondary schools.

5. Determine whether there is a relationship between classroom overcrowding and the overall standard of education.

1.4 RESEARCH QUESTIONS

1. What are the primary factors responsible for the overcrowding of classrooms in public schools?

2. Is there a correlation between classroom overcrowding and students' attitudes and behavior?

3. How does overcrowding affect teaching methods and learning outcomes within public school classrooms?

4. To what extent does classroom overcrowding impact the academic performance of students in public secondary schools?

5. Is there any association between the level of classroom overcrowding and the overall educational standards within public schools?

1.5 RESEARCH HYPOTHESES

Hypothesis i

H₀: There is no significant relationship between the factors contributing to classroom overcrowding in public schools.

H₁: Specific factors such as inadequate infrastructure, population growth, and budget constraints contribute to classroom overcrowding.

Hypothesis ii

H₀: Classroom overcrowding has no effect on student attitudes and behavior.

H₁: Overcrowded classrooms lead to increased student frustration, decreased engagement, and disruptive behavior.

Hypothesis iii

H₀: Overcrowding does not impact teaching methods and learning outcomes.

H₁: Classroom overcrowding negatively affects instructional quality, student comprehension, and academic achievement.

Hypothesis iv

H₀: Classroom overcrowding does not significantly influence student academic achievement in public secondary schools.

H₁: Overcrowded classrooms result in lower academic performance due to reduced individual attention and resources.

Hypothesis v

H₀: There is no relationship between classroom overcrowding and the general standard of education.

H₁: Higher levels of classroom overcrowding correlate with lower educational standards and poorer overall school performance.

1.6 SIGNIFICANCE OF THE STUDY

The significance of the study lies in its potential to shed light on the intricate relationship between school population and effective teaching and learning in primary schools. Understanding how varying student numbers impact the teaching process and students' ability to learn is crucial for educational policymakers, administrators, and educators. By identifying the effects of school population on teaching quality, student engagement, and academic performance, this study can inform strategies for optimizing classroom environments, resource allocation, and instructional practices. Moreover, insights gained from this research can contribute to the development of evidence-based interventions aimed at improving educational outcomes and fostering equitable learning opportunities for all primary school students, regardless of school size or population. Ultimately, the findings of this study have the potential to positively influence educational policies, practices, and resource allocation, thereby enhancing the quality of primary education and promoting student success.

1.7 SCOPE OF THE STUDY

The scope of this study will focus on investigating the relationship between school population and effective teaching and learning in primary schools within Karu Local Government Area (LGA) in Nasarawa State, Nigeria. Specifically, the study will examine how variations in school population impact the quality of teaching and learning experiences. It will involve primary schools located within Karu LGA, encompassing both urban and rural settings. The study will explore factors such as class sizes, teacher-student ratios, availability of instructional materials, and school infrastructure to assess their influence on teaching effectiveness and students' academic performance. Data collection will involve surveys, interviews, and document analysis to gather insights from teachers, students, and school administrators. The study will provide valuable insights into the challenges and opportunities associated with school population management and its implications for effective education delivery in primary schools within Karu LGA, Nasarawa State.

1.8 LIMITATIONS OF THE STUDY

This study is limited to primary schools within Karu Local Government Area in Nasarawa State, Nigeria, thus generalization to other regions may be restricted. The research focuses primarily on the relationship between school population and effective teaching and learning, potentially overlooking other factors influencing educational outcomes. Time and resource constraints may limit the depth of data collection and analysis. Additionally, the study's reliance on self-reported data from participants may introduce response bias, affecting the reliability of findings.

1.9 DEFINITION OF TERMS

1. School Population: The total number of students enrolled in a particular educational institution, typically measured over a specific period, such as an academic year.

2. Effective Teaching: Instructional practices and methodologies that result in significant and measurable learning outcomes among students, characterized by clarity of goals, engagement, and academic progress.

3. Effective Learning: The acquisition of knowledge, skills, and competencies by students through engaging and meaningful educational experiences facilitated by effective teaching practices.

4. Primary Schools: Educational institutions typically catering to children between the ages of 5 and 12 years, providing foundational education in basic subjects such as literacy, numeracy, and social studies.

5. School Environment: The physical, social, and cultural context in which teaching and learning occur, encompassing factors such as school facilities, resources, leadership, and organizational climate.

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