Classroom Variables and Learning of Integrated Science
CHAPTER ONE
INTRODUCTION
1.1 Background to 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 are relevant for the modification and adjustment of the individual morals and socio-cultural perception. The classroom remains undoubtedly the common yardstick as well as a determining factor of 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 (2013) is the power room in which the objectives of education are deselected 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 classroom has 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 achieved as the individual plays his part in preserving, transmitting and transforming the culture. His potential as an individual should be evident to himself and the society and this can mainly happen in the classroom as the child interact with his peers during the teaching /learning process.
Classroom Variables and Learning of Integrated Science
However, according to a study conducted by Libarnary (2010) on classroom variables and learning effectiveness in Kenyan schools, the author posited that for effective teaching/learning to occur, the class size, class facilities and the class environment must be conducive and favourable to the teachers, and the students, hence author opined 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 in many countries, a stimulating classroom is prepared by a teacher with the help of the learner and the goal is to create stimulating environment where children are inspired to learn and teachers have a range of skills and tool to successfully engage them in the process.
In another related work asserted that the teacher role in the classroom from the sociological view point embraces increased sensitivity to the larger cultural environment in which the classroom is embedded. No classroom can exist insolation of the broader force which threaten to swallow it. Contrary to the sociological view, the socio-psychologists views the classroom as a political system, a microcosm of a country in which the various system of government are stimulated. This formed the background to which the present study was conducted which investigates classroom variables and the learning of integrated science among secondary schools in Essien Udim Local Government Area.
1.2 Statement of the Problem
Primary and secondary schools in Akwa Ibom State have experience huge increased enrolment since the free and compulsory policy was implemented in 2007. About 2.3 million additional children enrolled in Akwa Ibom State Secondary schools between 2007 and 2013. (Lazarus, 2014). This shows that the already limited infrastructure and resources causes an increase in class size, inadequacy in class facilities, low participation as well as restriction of teachers’ movement during lesson presentation and this influences the teaching/learning situation in secondary schools in the state (Lazarus, 2014). This increase is also noticed in secondary schools in Essien Udim Local Government Area.
However, the poor result of integrated science Ntuk (2014) students, have been attributed to their inability to understand most of the concepts of the subjects poor perception among the stakeholders, unavailability as well as poor usage of class facilities has become a source of working tool for successive government and major stakeholders in 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 2016, the percentage of students who passed their JSSCE with credit in integrated science was below 50% (Johny, 2016).
This therefore motivated the researcher to investigate into the causes of this fall in the learning of integrated science among secondary schools students and concluded that several factors such as home variables, schools variables as well as environmental variables influence the learning of integrated science among secondary schools students. The present researcher is therefore triggered to investigate classroom variables and learning of integrated science among secondary schools students in Essien Udim local Government Area.
1.3 Purpose of the Study
The main purpose of this study was to examine classroom variables and learning of integrated science among secondary schools in Essien Udim Local Government Area. Specifically, the study intends to;
- Investigate class size and the learning of integrated science among secondary schools students in Essien Udim Local Government Area.
- Investigate class facilities and the learning of integrated science among secondary schools students in Essien Udim Local Government Area.
1.4 Significance of the Study
The study will be significance in the following ways;
- It will enable the government, non-governmental organizations and major stakeholders to understand and appreciate the delay in students’ participation in class activities due to large class size.
- It will enable the ministry of education to see the need of providing adequate and relevant class facilities to schools for effective teaching/learning of integrated science.
- The knowledge of the influence of class variables will encourage students themselves to relate positively with their peers in the class irrespective of the classroom environment.
- It will enable teachers to know the need for effective management of classroom to increase their teaching effectiveness.
- The findings will be of immense benefit to the school counselors to be able to counsel, guide and teach schools how to adjust and maintain a healthy and active environment for learning which will enhance good performance and develop interest in learning the subject.
- Finally, it will serve as a source of data for future researchers in the field of integrated science and related discipline.
1.5 Research Questions
Base on the purpose of the study, the following research questions were asked to direct the study;
- Does class size influence the learning of integrated science among secondary schools?
- To what extent do class facilities influence the learning of integrated science among secondary schools?
1.6 Research Hypotheses
The following null hypotheses were formulated to guide the study;
- There is no significant influence of class size and the learning of integrated science in secondary school.
- There is no significant influence of class facilities and the learning of integrated science in secondary school.