Influence of Large Class Size on Pupils’ Academic Performance in Basic Science in Oshimili South Local Government Area of Delta State
ABSTRACT
This study examined the influence of large class size on pupils’ academic performance in Basic Science in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised of the one thousand and three hundred and fifty (1350) teachers in all the 23 public primary schools in Oshimili South Local Government Area of Delta State. Out of the 23 public primary schools in Oshimili South Local Government Area of Delta State, 9 schools were randomly selected. A total of 115 teachers were sampled through balloting. The instrument for data collection is a structured questionnaire. A draft copy of the questionnaire was validated by a lecturer from Department of Educational Psychology and Counselling, Federal College of Education (Technical) Asaba. Permission was obtained from the management of the selected secondary schools before the distribution of questionnaire to the respondents. The researcher administered the copies of the questionnaire to primary school teachers and 109 were retrieved and analyzed using mean and standard deviation statistics. Findings of the study revealed among others that large class size influences pupils’ participation in Basic Science learning activities negatively in Oshimili South Local Government Area. It was recommended among others that Basic Science teachers in Oshimili South Local Government Area should adopt interactive and learner-centered teaching strategies to enhance pupils’ participation in learning activities despite class size limitations.
CHAPTER ONE
INTRODUCTION
Background to the Study
Education is a vital instrument for nurturing intellectual growth and empowering learners to achieve their full potential in both academics and life pursuits. It provides the foundation for developing problem-solving abilities, critical thinking, and practical skills needed for national development. At the primary school level, Basic Science is particularly important as it introduces pupils to scientific concepts, attitudes, and processes that stimulate curiosity and lay the groundwork for future learning in science and technology. However, the effectiveness of teaching and learning Basic Science is often influenced by class size, as large classes can create challenges in terms of individual attention, classroom management, and effective participation.
Basic Science is defined as the study of the fundamental principles of natural sciences such as biology, chemistry, physics, and earth science, introduced at the primary and junior secondary school levels to lay a solid foundation for scientific knowledge (Adebayo, 2020). It equips learners with essential concepts and processes that enable them to understand their environment and apply scientific reasoning in daily life. By emphasizing observation, experimentation, and inquiry, Basic Science nurtures curiosity and critical thinking among young learners. Another definition views Basic Science as an integrated science subject designed to remove the barriers between traditional science disciplines and present them as a unified body of knowledge for easier understanding (Okeke, 2019). This integration helps pupils see the interconnectedness of scientific concepts rather than perceiving them as isolated fields. It also supports continuity and progression in science learning, preparing students for more advanced studies in senior secondary school. Basic Science has also been described as the foundational science education that provides learners with the basic skills, attitudes, and values needed to appreciate the role of science in technological and societal development (Eze, 2021). Through practical activities and problem-solving tasks, it instills confidence in learners to apply scientific ideas to real-life challenges. Furthermore, Basic Science is considered a core subject in the Nigerian curriculum aimed at fostering environmental awareness, sustainable living, and scientific literacy from an early age (Olatunji, 2022). This definition emphasizes its role not only in academic achievement but also in shaping responsible citizens who can contribute to national growth through the application of scientific knowledge.
Large class size is defined as a situation where the number of students in a classroom goes beyond the recommended teacher–student ratio, thereby making individualized instruction and effective classroom management difficult (Adebayo, 2021). In such contexts, teachers face challenges in monitoring learners, giving timely feedback, and using participatory methods, which negatively affects learning outcomes. This implies that large class size is not only about numbers but also about the strain it places on teaching and learning processes. Large class size has also been described as a classroom population that exceeds available facilities, space, and resources, leading to overcrowding and reduced learning opportunities (Okeke, 2020). When classes are overcrowded, students often compete for limited instructional materials, while teachers struggle to maintain discipline and sustain students’ attention. This shows that the quality of education is compromised when class enrolment surpasses the carrying capacity of the school environment. Another definition considers large class size as a learning situation where a teacher has to manage more students than is professionally acceptable, thus reducing the chances of giving individual learners the required attention (Eze, 2022). In such settings, teachers tend to generalize instruction and evaluation, thereby limiting opportunities for weak learners to improve. Similarly, large class size can be seen as an instructional setting where the population of students per class exceeds forty in primary schools or sixty in tertiary institutions, especially in the Nigerian context (Olatunji, 2019). This definition recognizes that the impact of large class size is relative to the educational level and local policy, but in all cases, it tends to hinder active participation, interaction, and the overall effectiveness of teaching and learning.
Academic performance is commonly defined as the measurable outcome of a learner’s efforts and abilities in achieving educational objectives, often expressed through scores, grades, or other formal assessments (Ogunleye, 2019). It represents how well students meet the requirements of their curriculum, reflecting mastery of knowledge, skills, and competencies as determined by institutional standards. High performance usually indicates effective learning and cognitive growth, while low performance signals gaps in understanding and achievement. Academic performance is also described as the level of success students attain in their educational pursuits, which is shaped by both internal factors such as intelligence, motivation, and study habits, and external factors like teacher quality and classroom environment (Eze, 2022). This definition highlights that learning outcomes are not only dependent on a student’s ability but also on the broader context in which learning occurs. Furthermore, academic performance can be viewed as the degree to which a student is able to demonstrate knowledge, skills, and attitudes acquired over a period of learning through tasks such as projects, examinations, and classroom participation (Adebayo, 2021). This perspective emphasizes the multidimensional nature of performance, which includes cognitive, affective, and psychomotor domains of education. Another definition sees academic performance as an indicator of the effectiveness of both teaching and learning processes, serving as a benchmark for evaluating the success of educational institutions and policies (Okeke, 2020). In this sense, it is not only a measure of individual student achievement but also a reflection of how well the education system is functioning in terms of producing competent and knowledgeable learners.
Study Habit refers to the regular behaviors, routines, and strategies learners adopt in order to achieve academic success (Adebayo, 2020). It goes beyond mere reading of textbooks to include practices such as time management, note-taking, goal setting, and systematic revision of learned materials. Strong study habits are linked with better comprehension, improved memory retention, and consistent performance in tests and examinations. On the other hand, poor study habits—such as irregular reading schedules, distraction from social media, and lack of concentration are often associated with poor academic outcomes (Eze, 2021). The development of effective study habits is influenced by factors such as teacher guidance, parental involvement, school environment, and peer influence, showing that good academic results are often a product of both discipline and support systems (Okeke, 2019). In this sense, study habit plays a central role in shaping learners’ ability to cope with the demands of schoolwork and is a key determinant of long-term academic achievement.
Participation in learning activities refers to the level of students’ active involvement in teaching and learning activities, ranging from asking and answering questions to contributing in group discussions, carrying out experiments, and completing assignments (Olatunji, 2022). True participation is not limited to being physically present in the classroom, but also involves mental engagement, attentiveness, and willingness to share ideas. When students actively participate, they become co-creators of knowledge rather than passive recipients, which fosters deeper understanding and critical thinking. Active classroom involvement has been shown to improve learners’ confidence, motivation, and social interaction skills, all of which enhance their academic performance (Adebayo, 2021). However, participation is often influenced by factors such as teacher attitudes, classroom size, availability of resources, and the confidence level of students. In settings where classes are overcrowded or poorly managed, participation tends to decline, reducing the overall quality of learning and making it difficult for students to achieve their full academic potential (Eze, 2020).
Motivation towards learning refers to the internal and external forces that drive students to engage in academic activities, persist in the face of challenges, and strive to achieve educational goals (Adebayo, 2021). It determines the level of effort learners put into studying, attending classes, and completing assignments, thereby directly influencing their academic performance. Highly motivated students often display curiosity, resilience, and a positive attitude toward schoolwork, while learners with low motivation tend to show disinterest, procrastination, and poor achievement. Motivation towards learning can also be understood as the willingness of a learner to commit energy and time to the acquisition of knowledge and skills, guided by personal aspirations, rewards, or recognition (Okeke, 2020). This highlights the fact that motivation may be intrinsic, such as when students learn out of curiosity or personal growth, or extrinsic, such as when learning is driven by grades, praise, or career prospects. Furthermore, motivation is seen as a psychological factor that not only initiates learning behaviors but also sustains them until mastery is achieved (Eze, 2022). For example, a motivated learner is more likely to overcome distractions, remain focused, and practice regularly, which enhances long-term retention and application of knowledge. In addition, motivation is influenced by environmental factors such as teacher encouragement, classroom climate, peer competition, and parental support (Olatunji, 2019). When the learning environment is supportive, interactive, and rewarding, students tend to participate actively and maintain high motivation, but in hostile or overcrowded classrooms, their drive to learn may decline significantly.
Statement of the Problem
In many Nigerian primary schools, particularly in Oshimili South Local Government Area of Delta State, the challenge of large class size has continued to affect the quality of teaching and learning. Basic Science, which is a foundational subject aimed at equipping pupils with scientific knowledge, attitudes, and skills, requires interactive and practical-oriented teaching for effective learning outcomes. However, when pupils are clustered in classrooms that exceed the recommended teacher–pupil ratio, it becomes increasingly difficult for teachers to manage the class effectively, give individual attention, and adopt child-centered approaches necessary for meaningful learning. This situation raises concerns about whether pupils in such crowded classrooms can cultivate good study habits, actively participate in learning activities, and sustain motivation towards learning Basic Science.
Despite the recognition of the negative implications of large class sizes, the problem persists in many primary schools within Oshimili South. Teachers often struggle to monitor pupils’ assignments, provide adequate feedback, and maintain classroom discipline. Pupils, on their part, may find it difficult to concentrate, engage fully in practical activities, or develop a strong interest in science learning. This situation, if not addressed, may result in poor academic performance, low participation in science-related tasks, and a decline in pupils’ readiness to pursue science at higher levels of education. It is against this backdrop that this study is set to determine the influence of large class size on pupils’ academic performance in primary schools in Oshimili South Local Government Area of Delta State.
Purpose of the Study
The main purpose of this study is to examine the influence of large class size on pupils’ academic performance in Basic Science in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:
- determine the influence of large class size on pupils’ study habit in Basic Science in Oshimili South Local Government Area.
- assess the influence of large class size on pupils’ participation in in Basic Science learning activities in Oshimili South Local Government Area.
- examine the influence of large class size on pupils’ motivation towards learning Basic Science in Oshimili South Local Government Area.
Research Questions
The following research questions were raised to guide the study:
- How does large class size influence pupils’ study habit in Basic Science in Oshimili South Local Government Area?
- How does large class size influence pupils’ participation in in Basic Science learning activities in Oshimili South Local Government Area?
- How does large class size influence pupils’ motivation towards learning Basic Science in Oshimili South Local Government Area?
Significance of the Study
This study would be of immense benefit to pupils, teachers, school management, policy makers and future researchers.
This study is highly significant to pupils as it sheds light on the direct impact of large class size on their academic performance in Basic Science. Pupils often struggle to receive adequate attention in overcrowded classrooms, which affects their participation, comprehension, and study habits. The study provides a pathway to improving learning experiences for pupils through recommendations that can enhance individual support, foster greater engagement, and encourage active participation in class activities. Ultimately, the findings of this study will empower pupils to develop stronger foundations in Basic Science, boost their confidence, and improve their chances of excelling academically despite environmental constraints.
For teachers, the study is important because it draws attention to the instructional challenges that arise from teaching in overcrowded classrooms. Managing large groups often makes it difficult for teachers to monitor individual progress, provide timely feedback, and maintain effective classroom discipline. This study provides insights that can guide teachers in adopting innovative teaching methods, differentiated instruction, and classroom management techniques that can improve learning outcomes in Basic Science. Moreover, the findings serve as a tool for teachers to advocate for smaller class sizes and better working conditions, thereby ensuring they can deliver quality education more effectively.
The findings of this study are valuable to school management as they highlight the organizational implications of large class sizes on pupils’ academic performance. Overcrowding not only affects learning outcomes but also stretches available resources, such as instructional materials, classroom space, and teacher workload. With the evidence from this study, school administrators will be better informed to make strategic decisions regarding class distribution, teacher deployment, and provision of learning facilities. Furthermore, the study can serve as a guide for school management to implement policies and practices that support effective teaching and learning in Basic Science, ensuring that pupils receive quality education.
This study holds significance for policy makers as it provides evidence-based insights that can inform the formulation of educational policies aimed at improving learning conditions. Large class size is a persistent challenge in the Nigerian educational system, and its impact on Basic Science performance cannot be ignored. This study offers a solid basis for policy interventions such as recruitment of more teachers, construction of additional classrooms, and strict regulation of teacher–pupil ratios. In the long run, the findings can help policy makers implement strategies that promote equitable access to quality education and ensure that national educational objectives are achieved.
For future researchers, the study is significant as it adds to the growing body of knowledge on class size and its effect on learning outcomes, particularly in Basic Science at the primary school level. The findings provide a reliable reference point for comparative studies across different subjects, locations, or educational levels. Additionally, this study identifies gaps and raises new questions that future researchers can explore, thereby advancing scholarly discussions in the field of education. The study encourages further empirical investigations and supports the continuous improvement of strategies aimed at addressing the challenges posed by large class sizes in the Nigerian educational system.
Scope of the Study
This study focused on examining the influence of large class size on pupils’ academic performance in Basic Science in Oshimili South Local Government Area of Delta State. With particular emphasis on study habit, participation in learning activities and motivation towards learning. The study is delimited to public primary school students in the study area.
Pages: 58
Category: Project
Format: Word & PDF
Chapters: 1-5
Source: Imsuinfo
Material contains Table of Content, Abstract and References.
