Abstract: The study examines Classroom Variables and Students Academic Performance in Social Studies in Secondary Schools. Research questions and hypotheses were stated in line with the objective of the study. The survey research design was employed in the study. The population for the study was 3782 students of Junior secondary one to three in eight public secondary schools in Itu Local Government Area. The sample size selected for the study was 200 social studies students randomly selected from JS1-JS3 students in four (4) secondary schools in Itu Local Government Area. The main instruments for data collection in the study were Questionnaire on Classroom Variables and Academic Performance of Students (QCVAPS) and Social Studies Achievement Test (SOSAT). The method of data analysis in this study was independent t-test statistical method.
The findings of the study revealed that: there is a significant difference in students’ academic performance in social studies in small and large class size and that there is a significant difference in students’ academic performance in social studies in schools with adequate facilities and those without adequate facilities. Based on the findings, it was recommended that government at all level should try as much as possible to provide schools with the necessary learning materials so as to help students to improve in their academic performance in social studies.
Classroom Variables and Students Academic Performance in Social Studies in Secondary Schools
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education is the aggregate of all the process by which a child develops his abilities, and other forms of behaviour which are of positive value to the society in which he lives (Essien, 2011). The society in the world embraces a system of education as a means of inculcating into the youths, attitudes, values and skills that relevant for the modification and adjustment of the individual morals and social cultural perception of the study sources. The classroom remains undoubtedly the common yardstick as well as a determining factor or a pivotal measure through which the achievement of the aim of education is ascertained.
This is because learning cannot take place in a rowdy atmosphere and therefore calls for a conducive and controlled environment which is the classroom. The classroom according to Ekanem (2006) is the power room in which the objectives of education are dissected and coupled through different process of teaching and learning.
The classroom in which the child stays to receive learning has consequence on the general pattern of his growth and development (Akaeze, 2014). According to Vincent, (2006) there is a high correlation between the classroom and the number of students as well as the level of participation of students in class activities. The classrooms have several variables such as class size, facilities, environment and many other variables.
According to Umoren and Akpan (2009) education aims at developing the individual and this can be achieve as the individuals plays his part in preserving, transmitting and transforming the culture, his potentials as an individuals should be evident to himself and the society and this can mainly happen in the classroom as the child interact with his peers in the class during the teaching/learning process.
However, according to a study conducted by Libarnary (2010) on classroom variables and teaching effectiveness in Kenyam schools, the author posited that for effective teaching to occur, the class size, class facilities and the class environment must be conducive and favourable to the teachers and the students that is why the author went on to say that school heads and teachers need to create a favourable environment in order to make classroom more child friendly. This environment begins with a well- designed and well- eventuated classroom with functional spaces, adequate facilities and equipment as well as adequate instructional materials.
Ntuk (2014) posits that many counties, a stimulating classroom is prepared by a teacher with the help of the leaner and the goal is to create stimulating classroom where children are inspired to learn and teacher have a range of skills and tool to successfully engage them in the process.
Ntuk (2014) in another related book asserted that the teacher roles in the classroom from the sociological view point embraces increased sensitivity to the larger cultural environment in which classroom is embedded. No classroom can exist in isolation of the broader and pervasive cultural influence with the attendant conflict and powerful forces which threaten to swamp the classrooms contrary to the sociology view, the socio-psychologists view the classroom as a political system, a microcosm of a country in which the various system of government are stimulated. This then formed the background to which the present study was conducted to investigate classroom variable and student academic performance in social studies in secondary schools in Itu Local Government Area.
Classroom Variables and Students Academic Performance in Social Studies in Secondary Schools
1.2 Statement of the Problem of Study
Primary and secondary schools in Akwa Ibom State have experience huge increase enrolment since the free and compulsory policy was implemented in 2007. About 2.3 millions additional children enrolled in Akwa Ibom State Secondary Schools between 2007 and 2013, this shows that the already limited infrastructure and resources causes an increase in the class size, inadequacy in class facilities, students participation as well as restriction of teachers movement during lesson presentation and this influences the teaching/learning in secondary schools in the (Lazarus, 2014). This increase is also noticed in Secondary Schools in Itu Local Government Area.
However, the poor result of students in Social Studies, have been attributed to their inability to understand most of the concepts of the subjects, poor perception of discipline among the stakeholders, unavailability as well as poor usage of class facilities has become a source of working tools for successive government and major stakeholder’s in the education in the Local Government Area (Ade, 2011). Over the years, majority of students that sat for the Junior Secondary School Certificate Examination (J.S.S.C.E) have been recording mass failure in the subject.
Specifically, in 2015, the percentage of students who passed their JSSCE with credit in social studies was below 50% (Johny, 2016). This therefore motivated the researcher to investigate into the causes of this fall in the academic performance of students and concluded that several factors such as home variables, schools variable as well as environmental variables influence student’s academic performance. The present researcher is therefore triggered to investigate classroom variables and students academic performance in social studies in Secondary Schools in Itu Local Government Area.
