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Effect Of Class Size In Effective Teaching And Learning Of Computer In Junior Secondary School

5 Chapters
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55 Pages
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7,281 Words
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Computer Science | Educational Administration and Supervision | Education

Table of Content

Chapter One

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Class size plays a crucial role in shaping the effectiveness of teaching and learning experiences in junior secondary school computer education. The impact of class size on the acquisition of computer skills cannot be overstated. A smaller class fosters a more intimate and interactive learning environment, allowing educators to provide personalized attention to each student. In such settings, teachers can tailor their instructional approaches to cater to the diverse learning needs of students, ensuring a more nuanced understanding of computer concepts. Conversely, larger classes may hinder the depth of student-teacher engagement, making it challenging to address individual queries and provide timely feedback. This, in turn, can impede the overall comprehension of computer-related subjects among junior secondary school students. Therefore, optimizing class size is essential for creating an environment that enhances the effectiveness of teaching and learning computer skills at this educational level.

TABLE OF CONTENT

CHAPTER ONE
1.0 INTRODUCTION
1.1 Background Of The Study
1.2 Statement Of The Problem
1.3 Purpose Of The Study’
1.4 Research Question
1.5 Significance Of The Study
1.6 Scope Or Delimitation Of The Study

CHAPTER TWO
2.0 REVIEW OF LITERATURE
2.1ii Teaching and Learning
2.2 Theoretical Review
2.3 Theoretical Framework
2.4 Empirical Review
2.5 Statement of Hypotheses

CHAPTER THREE
3.0 RESEARCH METHODOLOGY
3.1 Research Design
3.2 Area of the Study
3.3 Population of the study
3.4 Area of study
3.5 Sample size
3.6 Sampling technique
3.7 Instrument of data collection
3.8 Validation of instrument
3.9 Method of data analysis

CHAPTER FOUR
4.0 PRESENTATION OF DATA AND DATA ANALYSIS

CHAPTER FIVE
5.0 DISCUSSION, CONCLUSION AND RECOMMENDATION
QUESTIONNAIRE
REFERENCES

The ‘Table of Content” of “Effect Of Class Size In Effective Teaching And Learning Of Computer In Junior Secondary School” ends here. Scroll down to read Chapter One of this Effect Of Class Size In Effective Teaching And Learning Of Computer In Junior Secondary School work.

CHAPTER ONE

1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Class size appears to be one of the crucial elements that is often considered by educational planners in order to achieve the set out objectives in any educational system. This is because of the obvious negative implication of our crowded classroom on the teacher and the learner. Ozochie (2009) opined that to make the correct estimate of the resources needed is the function of population. This point suggests that the essence of having a definite number of learner in a classroom is to ensure that the resources which includes the teacher, the instructional materials, class space, seating arrangement among others are adequately provided for smooth teaching and learning.
Apart from the need for adequate provision of resources, effective teaching and learning seem to be the function of the teacher understanding the individual differences of each of the learner as this forms the basis for the appropriate teaching skill to be applied. Onah (2008), aptly notes in this regard that the essence of having a manageable class size is to ensure that the understanding rate of each of the learner, their respective general background are put into consideration by the teacher in the course of his teaching.
Teaching and learning of computer science, like every other branch of natural science requires observation and learner centered activities. In order to achieve result, the teacher should ensure that he monitors the activities of the learner. As Anne (1990) rightly notes and portrays science as the entire problem. Solving child centered purposeful set of activities within a coherent and structured frame work. This cannot be achieved unless it can be translated into meaningful action. For Anne, this requires more than simply presenting children with organized problem rather such becomes meaningful when the purpose of the activities becomes me aningful, explicit and shared between children and teacher and placed under a class that could be managed by the teacher. Under an overcrowded classroom environment, the learner-centered activities would pose great challenge to the teacher hence the desired behavior change may not be easily achieved. It is therefore the thrust of this study to find out the effect of class size in effective teaching learning computer with particular reference to junior secondary schools located in Enugu North Local Government Area.

1.2 STATEMENT OF THE PROBLEM
The national policy on education revised in 2010 stipulates that the maximum teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to ensure that the teacher not only controls the class but also to ensure that he understands the learning capabilities of each of the learner in the classroom. Ozochi (2008) affirms that there is a limit to which a teacher can effectively control, anything more than that according to him will affect the school objectives.
However, in most of our secondary schools today the teacher –student ration has gone far beyond the stipulation of the national policy on education. Students stay more than fifty in each class, seating arrangement altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated class size due to the explosion of the population of children of school age. Recently the Enugu State Government through her agently spliced most of the secondary schools located within the metropolis in order perpherps to expel the agony of overcrowded classroom.
Computer science, like all other natural science is an activity based subject, a situation whereby the learner is exposed mainly to the practical learning process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that effectiveness of a classroom management results when the teacher and student achieve the purpose of which either are together in a class under an overcrowded classroom environment like what obtains in most of our schools today it becomes pertinent to ask, how effective is teaching and learning particularly in subject area that requires close monitoring of the learner by the teacher.

1.3 PURPOSE OF THE STUDY
The following research purpose have been outlined for the study
1. To find out ways class size affects teaching and learning of computer science in junior secondary schools in Enugu North Local Government Area of Enugu State.
2. To examine the effectiveness of the policy guiding teacher-student ratio in junior secondary school computer science
3. To examine how effective is the use of instructional materials in an overcrowded classroom environment.

1.4 RESEARCH QUESTION
1. In what ways does class size affect teaching and learning of computer science in Enugu North Local Government Area of Enugu State.
2. How effective is the policy guiding teacher-student ratio in junior secondary school computer science class in Enugu North Local Government Area of Enugu State
3. How does class size affect the use of instructional materials in junior secondary school computer science class in Enugu North Local Government Area of Enugu State.
1.5 SIGNIFICANCE OF THE STUDY
1. The study when completed would enable the teacher and or instruction know the dangers associated with over-crowded classroom.
2. It would assist the government and education planner on recruitment and supervision of teachers bearing in mind the expected teacher-learner ratio.
3. The study will assist in providing a guide in the realization of one of the core objectives of Nigeria education which is to make Nigeria one of the technological advanced countries in the world.

1.6 SCOPE OR DELIMITATION OF THE STUDY
The study is limited to government junior secondary schools located in Enugu North Local Government Area.

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Effect Of Class Size In Effective Teaching And Learning Of Computer In Junior Secondary School:

The impact of class size on effective teaching and learning, particularly in the context of computer education in junior secondary schools, can be significant. Here are some considerations:

  1. Teacher-Student Interaction:
    • Smaller class sizes generally allow for more personalized attention and interaction between teachers and students.
    • In larger classes, it may be challenging for teachers to address individual student needs and provide timely feedback, which is crucial in computer education.
  2. Active Participation:
    • Smaller classes often promote greater student engagement and active participation in the learning process.
    • In larger classes, students might feel less inclined to ask questions or participate actively, leading to a more passive learning experience.
  3. Access to Resources:
    • Computer-based learning often requires access to technology resources. In smaller classes, it may be easier to manage and ensure that each student has sufficient access to computers and other necessary equipment.
    • Larger classes may face logistical challenges in providing equal access to resources, potentially hindering the effectiveness of computer-based learning.
  4. Individualized Support:
    • In smaller classes, teachers can more easily identify and address individual learning needs, adapting their teaching strategies accordingly.
    • Larger classes may make it difficult for teachers to provide individualized support, potentially leading to students falling behind or struggling to grasp computer concepts.
  5. Classroom Management:
    • Smaller class sizes generally facilitate better classroom management, allowing teachers to create a more conducive learning environment.
    • Larger classes may present challenges in maintaining discipline and order, which can impact the overall effectiveness of the learning experience.
  6. Collaborative Learning:
    • Smaller classes may foster a sense of community and collaboration among students, encouraging peer-to-peer learning.
    • Larger classes might make it harder for students to engage in collaborative projects or group activities, limiting opportunities for interactive learning.
  7. Assessment and Feedback:
    • Smaller classes make it more manageable for teachers to assess student progress and provide timely and constructive feedback.
    • In larger classes, grading and providing feedback may become time-consuming, potentially delaying valuable insights into student performance.

In conclusion, while there are advantages to smaller class sizes in the effective teaching and learning of computer education in junior secondary schools, it’s important to note that various factors contribute to the overall learning experience. The quality of instruction, teacher expertise, curriculum design, and available resources also play crucial roles in shaping the effectiveness of computer education, irrespective of class size.