Classroom Variables and Academic Performance of Students in Economics
The main purpose of this study was to examine on the classroom variables and academic performance of students in Economics in Mkpat Enin Local Government Area of Akwa Ibom State. This research finding derived its sources from textbooks, journals, as well as personal interviews of the respondents. The population of this study consists of 500 Economics students of the 2014/2015 WASCE Examination. Stratified random sampling technique was adopted to select the sample size of 100 Economics students in the study. The main instrument for data collection in the study was Economics Achievement Test (EAT), independent t-test statistical method was used in the process of data analysis in the study. Based on the data collection and the analysis in the study, it was observed that: there is a great difference between classroom variables and students’ academic performance in Economics. Finally, it was recommended that: the government at all levels should tries as much as possible to provide schools with necessary learning materials so as to help improve the academic performance in Economics.
1.1 Background to the Study
A country desires overall national development to invest adequately in education her citizens at all levels having recognized t fact that the national development hangs on qualitative education the quality of higher education depends on the classroom variables which – would vividly help to improve the academic performance of students.
Individual acquire knowledge either formally or informally, the purpose of which is to enable the individual to become useful to himself and the society at large. Education whether formal or informal usually creates an opportunity for the development of the tripartite man which enables the individual to live a. desirable life in society.
This is why education is seen as a very significant industry and veritable tool for national development by countries of the world and this explains why priority attention is paid by countries, governments, states, communities and individuals to ensure and develop it in all ramifications. Education generally takes place anywhere (formal and informal). But formal education specifically takes place in the schools, the school like every other social system constitute a learning environment that is made up of part that works inter and intra-dependently towards the attainment of a common goal.
These inter-dependent parts include all aspects in the teaching and learning process (Udouk,pong, 2003). Classroom variables are among the most frequently addressed topic for teachers in service, from teachers, educators and researcher becomes teachers’ ability to effectively manage the classroom, organized instruction, are a basic component of teaching.
Moreover, classroom variables have strong potential$ to influence student academic performance and learning positively. They are a paramount concern for any teacher especially movie and teachers who are contemporary now to adopt the new instructional approach for the first time (Nsian, 2007). There are many studies indicating that classroom variables encompass a broad range of educational concepts, including the physical setting, psychological environment create through social context and numerous instructional components related to teachers’ characteristics and behaviours. The study of the classroom variables has been widely spread across all the sub-specialization of educational psychology. Therefore, the researcher is interested in investigating the relationship between environment constructs and multiple outcomes, including constructs and multiple outcomes, including learning engagement, motivation, relationship and group dynamic. Also, this study is aimed at examining classroom variables such as; adequate learning facilities in the classroom, class size as well as adequate well equipped and standard libraries and the academic performance of students in Economics in senior secondary schools.
1.2 Statement of the Problem
There are still unprecedented poor academic performances among Economics students in Nigeria secondary schools, specifically in Mkpat Enin Local Government Area. Despite the effort of teacher, government and parents towards effective learning of school subjects by the students.
A lot of reason has been advanced for this menace, particularly with regards to the human factors, such as teacher attitude to teaching and general administration of the school system by the school heads, this situation in education sub-sectors has continued to hamper the growth and development of the better human beings as product from educational institutions.
In this study, the student’s perception of the subject matter and student efforts in improving their academic performance. To attain good academic performance Nkang (2007) observed that much has not been done in the area of orientation, counseling, and guide lance of the students and that students still feel that their poor academic performance is absolutely cause by these factors. No researcher seems to be interested in investigating other factors which could influence the students’ academic performance in Economics.
In general, the problem of this study is to examine the impact of classroom variables on the academic performance of students in Economics in senior secondary school in Mkpat Enin Local Government Area of Akwa Ibom State.
1.3 Purpose of the Study
The general purpose of this study was to examine the influence of the classroom variables on the academic performance of students in Economics in Mkpat Enin Local Government Area of Akwa Ibom State. Specifically the study sought:
- To examine how adequate learning facilities in the classroom affects the academic performance of students in Economics in Mkpat Enin Local Government Area.
- To assess the influence of class size on students academic performance in Economics
- To what extent does library facilities in the school affect the academic performance of the student in Economics in Mkpat Enin Local Government Area.
1.4 Research Questions
The following research questions were formulated to guide the study in the process of data collection and analysis.
(ii) To what extent does adequate learning facilities in the classroom affects the academic performance of students in Economics?
(ii) How does class size influence the academic performance of students in Economics?
(iii) To what extent does library facilities in the school affects the academic performance of students in Economics?
1.5 Research Hypotheses
In order to provide the necessary answers to the above research questions the following research hypotheses were postulated in the study:
- There is no significant difference in academic performance in economic between students in school with adequate learning facilities and those in schools with inadequate learning facilities.
- Students in large class size do not differ from their counterpart in small class size in their academic performance in Economics
- There is no significant difference in academic performance in Economics between students in the schools with adequate library facilities and those with inadequate library facilities