Impact of Class Size on Teachers’ Instructional Strategies in Secondary Schools in Oshimili South Local Government Area of Delta State

Impact of Class Size on Teachers’ Instructional Strategies in Secondary Schools in Oshimili South Local Government Area of Delta State

ABSTRACT

This study analysed the correlation between class size and academic performance of students is Oshimili South Local Government Area of Delta State. Five research questions guide the study. The study adopted descriptive survey research design.  The population for this study consists of all the 1,500 teachers from public secondary school teachers in the Oshimili South Local Government Area of Delta State. A sample of 100 teachers were selected from 10 public secondary schools in the Oshimili South LGA. The primary instrument for data collection was a structured questionnaire titled “Impact of Class Size on Instructional Strategies Questionnaire” (ICSISQ) which was validated by two experts in measurement and evaluation in Federal College of Education (Technical) Asaba. A pilot study was conducted with a sample of teachers not included in the main study to calculate the reliability of the instrument. A Cronbach’s alpha value of 0.70 was obtained indicating that the instrument was reliable.  Data collection was conducted through the administration of the 100 copies of the validated instruments to the selected teachers in the sampled schools and ninety-nine (99) copies of the completed questionnaires were collected and analyzed using the Descriptive statistics, including mean and standard deviation. Findings of the study revealed among others that relationship exist between class size and the quality of instruction in secondary schools in Oshimili South Local Government Area of Delta State. It was recommended among others that government should build more classrooms to enhance the quality of instruction in secondary schools in Oshimili South Local Government Area of Delta State.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The size of a classroom can feel like an invisible force—one that shapes every interaction, affects every lesson, and ultimately influences each student’s journey through school (Antalan Balucanag, Mendoza,  Noriel, , & Soliven., 2018).  While class size might seem like a simple logistical detail, its impact reaches far beyond classroom walls, touching upon the quality of education and students’ academic potential.  Class size refers to the number of students assigned to a particular classroom, a factor that has profound implications for the educational process. Research indicates that smaller class sizes are generally associated with higher student engagement, better academic performance, and more personalized learning experiences (Baker et al., 2020; Education Trust, 2021). Conversely, larger class sizes can lead to reduced individualized attention, increased classroom management issues, and diminished instructional quality, ultimately impacting student learning outcomes negatively.

Historically, the concept of class size has evolved alongside educational reforms and shifts in pedagogical theories. In the mid-20th century, larger class sizes became prevalent as schools sought to accommodate increasing student populations without proportional increases in teaching staff. This shift often resulted in overcrowded classrooms, where the quality of instruction suffered due to the inability of teachers to address the individual needs of students effectively. Research has consistently shown that large class sizes can hinder academic achievement, particularly for students who require additional support (Mweru, 2010). In recent years, however, there has been a resurgence of interest in the benefits of smaller class sizes, fueled by studies demonstrating their positive impact on student learning. The introduction of policies aimed at reducing class sizes has emerged in various educational systems as a strategy to enhance academic performance and address equity in education. For instance, the “Student Success Act” in the United States, which advocates for funding to reduce class sizes, reflects a growing recognition of the importance of this variable in educational outcomes (Brookings, 2019).

The relationship between class size and instructional strategies in secondary schools has been a significant focus of educational research, particularly as educators seek to optimize teaching effectiveness and improve student outcomes. Larger class sizes pose unique challenges for teachers, compelling them to adapt their instructional methods to meet diverse learning needs while managing classroom dynamics. This essay explores the impact of class size on teachers’ instructional strategies, highlighting the associated challenges and adaptations that arise in different educational contexts. The quality of instruction is significantly influenced by class size, with implications for how effectively teachers can deliver content and engage students in the learning process. In smaller classes, teachers have the flexibility and capacity to employ a diverse array of instructional strategies tailored to meet the varied needs of their students. This versatility allows educators to facilitate discussions, implement collaborative projects, and provide individualized support, all of which contribute to enhanced student learning experiences (Education Trust, 2021). With fewer students to manage, teachers in smaller classes can focus on interactive and student-centered teaching practices. This setting encourages the development of critical thinking and problem-solving skills, as teachers can engage students in meaningful dialogues and discussions. According to a study by the National Education Association (NEA, 2020), smaller class sizes enable educators to foster an inclusive environment where all students feel comfortable expressing their thoughts and asking questions. This level of engagement is essential for promoting deeper understanding and retention of knowledge. Moreover, smaller classes allow teachers to differentiate instruction more effectively. They can adapt lessons based on individual student needs, learning styles, and pace of learning. Research shows that when students receive personalized attention, they are more likely to succeed academically (Baker et al., 2020). For instance, teachers can provide targeted interventions for struggling students while also challenging advanced learners with more complex tasks, thereby enhancing the overall learning experience. Conversely, teachers in larger classes often resort to traditional, lecture-based instructional methods due to the inherent difficulties of managing a higher number of students. This reliance on direct instruction can severely limit student interaction and engagement (Antalan et al., 2018). In a large classroom setting, it becomes challenging for teachers to facilitate meaningful discussions or encourage student participation. The Brookings Institution (Chingos & West, 2019) highlights that educators in larger classes tend to prioritize content delivery over fostering deeper learning experiences. Research indicates that teachers in large classrooms report higher levels of stress and burnout due to the increased demands of managing multiple students with diverse needs (Antalan et al., 2018). This stress can adversely affect teachers’ instructional quality and their ability to provide personalized support. Furthermore, the emotional toll of managing large classes can lead to higher turnover rates among educators, which further compounds the challenges faced by schools striving to maintain high-quality instruction (Chingos & West, 2019). This can lead to a passive learning environment where students are merely recipients of information rather than active participants in their education. Research indicates that students in larger classes may feel disconnected from the learning process. The absence of personalized interactions with the teacher can hinder students’ motivation and engagement levels (Baker et al., 2020). When teachers struggle to address the diverse learning needs of students in larger settings, the quality of instruction diminishes, often resulting in lower academic performance. Furthermore, the increased stress and workload on teachers in large classes can lead to burnout, which further impacts their ability to deliver high-quality instruction (Chingos & West, 2019).

Classroom management plays a critical role in instructional quality, particularly in large classes. Effective classroom management strategies are essential for creating an environment conducive to learning. However, managing a large number of students can be overwhelming for teachers, leading to increased instances of classroom disruptions and decreased instructional time (Antalan et al., 2018). When teachers are preoccupied with maintaining order, they may have less time and energy to focus on delivering high-quality instruction. Effective classroom management is essential for creating an environment conducive to learning. However, larger class sizes present significant challenges in this area. Teachers often find it difficult to maintain order and discipline, leading to disruptions that detract from the learning experience (Baker et al., 2020). Increased student numbers can result in a chaotic atmosphere where teachers struggle to engage all students actively, making it challenging to implement effective teaching strategies. Additionally, the dynamics of peer interactions in larger classes can complicate classroom management. In such settings, disruptive behaviours may become more prevalent, making it difficult for teachers to engage all students effectively. This chaotic environment not only affects the teacher’s ability to deliver content but also diminishes the overall learning experience for students.

The disparity in instructional quality between small and large classes is evident in the strategies teachers employ. In smaller classes, teachers can effectively use collaborative learning techniques, such as group projects and peer teaching, which not only enhance learning but also foster social skills and teamwork among students. Such collaborative methods encourage students to take ownership of their learning, thereby increasing their intrinsic motivation (Education Trust, 2021). On the other hand, teachers in larger classes may rely heavily on whole-group instruction, where a single lesson is delivered to all students without much differentiation. This approach often results in some students disengaging from the learning process, especially those who may not grasp the material as quickly as their peers. As indicated by the NEA (2020), the lack of individualized attention in larger classes can contribute to widening achievement gaps among students.

The challenges associated with large class sizes are multifaceted. One significant issue is the decreased ability of teachers to provide individualized support to students. In larger classes, teachers often struggle to address the varied learning needs of their students, resulting in a one-size-fits-all approach to instruction (Baker et al., 2020). This lack of personalization can particularly affect students who require additional support, such as those with learning disabilities or English language learners. Additionally, managing classroom behaviour becomes increasingly complex in larger settings. Teachers frequently report higher instances of disruption and disengagement, which can detract from the overall learning environment. A report from the Brookings Institution (2019) noted that as class size increases, the likelihood of behavioural issues rises, leading to greater  To address the challenges posed by larger class sizes, teachers often adapt their instructional strategies. One common approach is the use of more structured and direct forms of instruction. For instance, teachers may employ whole-group instruction and rely on lectures or presentations, which allow them to cover more material efficiently (Baker et al., 2020). While this method may be effective in transmitting information, it often limits opportunities for student interaction and collaboration. Moreover, teachers may utilize technology as a tool to manage larger classes more effectively. Digital platforms and learning management systems can facilitate personalized learning experiences, allowing students to work at their own pace while still being guided by the teacher. Research indicates that the integration of technology can enhance student engagement and support differentiated instruction, even in larger classes (Baker et al., 2020;  Another critical factor influencing how teachers adapt their instructional strategies in response to class size is the level of professional development they receive. Teachers equipped with effective classroom management techniques and differentiated instruction strategies are better positioned to navigate the complexities of larger class sizes. A study by the Education Trust (2021) emphasized the importance of ongoing professional development in equipping teachers with the skills necessary to adapt their instructional methods to varied class sizes. Professional development programs that focus on collaborative teaching strategies, technology integration, and effective classroom management can empower teachers to implement innovative instructional approaches, even in challenging environments. Teachers who receive comprehensive training are more likely to feel confident in their ability to engage students and address individual learning needs, regardless of class size.

The relationship between class size and academic performance is well-documented. Studies consistently show that students in smaller classes tend to achieve higher test scores and exhibit better overall academic performance compared to their peers in larger classes (Education Trust, 2021). For instance, a comprehensive review by the National Center for Education Statistics (NCES, 2019) found that smaller class sizes are particularly beneficial for students from disadvantaged backgrounds, who often require more individualized attention to succeed academically. Moreover, smaller class sizes enable teachers to provide timely feedback and interventions, which are crucial for improving student outcomes. When teachers can closely monitor each student’s progress, they can identify areas where students may be struggling and offer targeted support to help them overcome challenges (Baker et al., 2020). This level of individualized attention is often unattainable in larger classrooms, where students may slip through the cracks and receive little to no support. Class size significantly impacts the educational process, affecting student engagement, instructional quality, and academic performance. Smaller class sizes generally lead to more personalized learning experiences, allowing teachers to implement effective instructional strategies and foster meaningful connections with their students. Conversely, larger class sizes present numerous challenges, including reduced individualized attention, increased classroom management issues, and diminished instructional quality. To enhance educational outcomes, policymakers and educators must prioritize class size reduction initiatives, particularly in schools serving disadvantaged populations. By addressing the challenges associated with large class sizes and investing in smaller classroom environments, we can create a more equitable and effective educational system that supports the success of all students.

Student engagement is another critical aspect influenced by class size and instructional strategies. In larger classrooms, teachers may find it challenging to foster an inclusive learning environment where all students feel motivated to participate actively. Research by Antalan et al. (2018) suggests that smaller class sizes allow for increased student-teacher interactions, which can lead to higher levels of engagement and academic achievement. To combat disengagement in larger classes, teachers may incorporate interactive strategies such as group work, peer teaching, and cooperative learning. These methods promote collaboration among students and allow them to learn from one another while also providing opportunities for the teacher to monitor and assess understanding (Baker et al., 2020). However, implementing these strategies in larger settings requires careful planning and consideration of group dynamics to ensure that all students have the opportunity to contribute meaningfully. For instance, research conducted in the Philippines by Antalan et al. (2018) found a significant inverse relationship between class size and academic performance among high school students, with smaller class sizes correlating with higher academic achievement. The study emphasized that smaller class sizes allow teachers to provide more personalized attention, improving individual student outcomes. This finding is consistent with previous studies that highlight the instructional challenges larger classes create, such as reduced teacher-student interactions, increased classroom disruptions, and limited individualized support, all of which can hinder student learning and overall performance. Similarly, research from the United States and other regions indicates that while smaller class sizes require greater financial investment, the academic benefits may justify these costs. For example, a Brookings Institution report (2019) analyzed state-level initiatives on class-size reduction and found that although implementing smaller class sizes involves substantial resource allocation, the improved academic engagement and performance of students can make these initiatives cost-effective over time. The study also highlighted that smaller class sizes particularly benefit students from lower socioeconomic backgrounds, suggesting that targeted class-size reductions could address educational equity by supporting disadvantaged groups more effectively. Further studies also suggest that the impact of class size can vary depending on specific educational contexts and student demographics. For example, researchers noted that overcrowded classrooms often increase student stress levels and teacher burnout, especially in under-resourced schools. In such environments, students may experience frequent disruptions and teachers face difficulty implementing varied instructional methods, which ultimately reduces learning quality (Direct Research Journal of Education and Vocational Studies, 2022). These findings underscore the importance of manageable class sizes not only for academic performance but also for creating a supportive learning environment that benefits both students and teachers. Additionally, case studies from African countries illustrate similar challenges associated with large class sizes. In Kenya, the introduction of free primary education led to classroom overcrowding, negatively affecting both teaching and learning processes. Teachers reported increased difficulties in classroom management, reduced capacity to engage students individually, and heightened academic inequalities among students due to the variation in learning pace and attention requirements (Mweru, 2010; Direct Research Journal, 2022). These findings suggest that effective class-size management is crucial for maintaining educational standards and supporting student success in diverse global contexts. Evidence from recent studies strongly suggests that smaller class sizes positively impact academic performance by allowing for more focused instruction, improved teacher-student interactions, and a more supportive learning atmosphere. However, implementing smaller class sizes requires a significant commitment to resource allocation and may be particularly challenging in low-income educational settings. Therefore, while class-size reduction is generally beneficial, effective educational policies must consider financial constraints, classroom resources, and demographic needs to ensure equitable access to quality education across various contexts.

The impact of class size on academic performance is further influenced by socioeconomic factors. Research indicates that students from lower socioeconomic backgrounds benefit disproportionately from smaller class sizes. A study by Wong et al. (2021) found that smaller classes improved the academic performance of economically disadvantaged students, suggesting that class-size reduction can serve as an important tool for promoting educational equity. The quality of teacher-student interactions is critical in understanding how class size affects academic outcomes. Smaller class sizes allow teachers to form stronger relationships with students, which can foster a positive classroom environment conducive to learning. These relationships are particularly crucial for students who may struggle academically or face challenges outside the school environment. A study by Smith and Eshleman (2020) revealed that students who felt connected to their teachers were more likely to engage in their learning and perform better academically, regardless of their socioeconomic status. Despite the benefits of smaller class sizes, implementing class-size reduction policies presents a complex array of challenges, even though the advantages of smaller class sizes are widely acknowledged. One of the most significant hurdles is the financial constraints faced by many schools, particularly in low-income areas. According to the Education Trust (2021), while there is substantial support for class-size reduction as an effective educational strategy, many school districts encounter difficulties securing the necessary funding to hire additional teachers or construct new classrooms. This financial shortfall can lead to inequitable access to quality education, especially in schools serving marginalized communities, where the need for smaller classes is often the greatest. Moreover, even when resources are available, the impact of class-size reduction is not uniform across different educational contexts. Research indicates that merely lowering the number of students per class does not automatically result in enhanced academic performance. The work of Baker et al. (2020) emphasizes that other factors, such as the quality of instruction, curriculum design, and the preparedness of teachers, play crucial roles in influencing student outcomes. This perspective is echoed in studies by Hattie (2018), which suggest that teacher effectiveness and instructional strategies are often more critical determinants of student success than class size alone. The context in which class-size reductions occur can significantly affect their effectiveness. For instance, schools that are already facing challenges related to inadequate resources, poorly trained teachers, or substandard curricula may struggle to realize the benefits of smaller class sizes. A study by the Learning Policy Institute (2021) highlights that the positive effects of reduced class sizes are most pronounced when accompanied by supportive instructional practices and robust professional development for teachers. This underscores the need for a holistic approach to educational reform that addresses not just class size but also the broader systemic issues impacting teaching and learning environments. Furthermore, the variation in educational settings means that stakeholders must consider local conditions when implementing class-size reduction policies. In some cases, schools may need to focus on increasing the effectiveness of existing teaching staff through professional development and training rather than solely reducing class sizes. Research by Darling-Hammond et al. (2019) supports this notion, indicating that effective teacher training can yield substantial gains in student achievement, sometimes surpassing the benefits of smaller class sizes. The complexity of implementing class-size reduction policies also extends to logistical challenges. For example, school districts must navigate the process of hiring qualified teachers, which can be especially difficult in regions where there is a shortage of educators. Additionally, reducing class sizes may require restructuring existing classroom layouts, which can be logistically and financially challenging for schools already operating under tight budgets (American Association of School Administrators, 2020).

The impact of class size on instructional strategies also varies based on cultural and contextual factors. For instance, teachers in different regions may face distinct challenges related to class size due to varying educational policies, socioeconomic conditions, and community expectations. A study conducted in Kenya highlighted how the introduction of free primary education led to significant overcrowding in classrooms, which adversely affected instructional quality (Mweru, 2010). In such contexts, teachers had to navigate resource limitations and heightened expectations from parents and the community while striving to deliver effective instruction. Understanding these cultural and contextual factors is essential for developing targeted interventions that address the unique needs of teachers and students. Policies aimed at reducing class sizes must consider the specific challenges faced by educators in different settings, ensuring that strategies are tailored to enhance instructional effectiveness and support student learning. The impact of class size on teachers’ instructional strategies in secondary schools is a complex and multifaceted issue. While smaller class sizes generally facilitate more effective teaching and learning, larger classes pose significant challenges that require teachers to adapt their instructional methods. By understanding these challenges and the adaptations that teachers make, educators and policymakers can work towards implementing strategies that support effective teaching practices in all classroom settings. The relationship between class size and instructional strategies underscores the need for comprehensive teacher training and ongoing professional development, which are crucial for equipping educators with the skills necessary to thrive in diverse classroom environments. Ultimately, addressing the issues associated with class size will require collaborative efforts among educators, administrators, and policymakers to create equitable and effective learning experiences for all students. , the study aims to contribute to the improvement of educational quality and outcomes for Nigerian students. This study represents an important step toward achieving that goal, with the ultimate aim of improving the quality of education in Oshimili South Local Government Area of Delta State

1.2 Statement of the Problem

Despite the recognition of the importance of effective teaching and learning environments, many secondary schools continue to struggle with large class sizes, which significantly impact the quality of education. Research indicates that large class sizes are linked to decreased academic performance, reduced student engagement, and lower levels of individualized instruction (Baker et al., 2020; Education Trust, 2021). In the context of Delta State, many schools face financial constraints that prevent the implementation of effective class-size reduction policies, leading to overcrowded classrooms. This situation creates a host of challenges for teachers, who report feeling overwhelmed by the demands of managing large classes and delivering quality instruction (Antalan et al., 2018). Moreover, while previous studies have highlighted the benefits of smaller class sizes, there is a lack of comprehensive research focusing specifically on the impact of class size on teachers’ instructional strategies and student outcomes in this region. Thus, this study aims to investigate how class size affects instructional quality and teaching methods in secondary schools in Delta State, ultimately contributing to the discourse on educational equity and effective teaching practices.

1.3 Aims and Objectives of the Study

The aims of this study is to examine the Impact of Class Size on Teachers’ Instructional Strategies in Secondary Schools in Oshimili South Local Government Area of Delta State. The specific objectives is:

1. To evaluate the relationship between class size and the quality of instruction delivered by teachers in secondary schools in Oshimili South Local Government Area of Delta State
2. To identify the challenges faced by teachers when managing large classrooms and how these challenges affect their instructional strategies.
3. To assess the perceptions of teachers regarding the impact of class size on student engagement and learning outcomes.
4. To analyze the differences in instructional methods employed by teachers in small versus large classes.
5. To provide recommendations for policymakers on effective strategies for class-size management to enhance instructional quality and student academic performance in secondary schools.

1.4  Research Questions

The following questions were raised to guide the study

1. What is the relationship between class size and the quality of instruction in secondary schools in Oshimili South Local Government Area of Delta State ?
2. What specific challenges do teachers encounter when managing large classes that hinder effective teaching and learning?
3. How do teachers perceive the impact of class size on student engagement and academic outcomes?
4. What differences exist in instructional methods and strategies used by teachers in smaller versus larger class settings?
5. What strategies can policymakers implement to address the challenges associated with large class sizes and improve instructional quality?
   • Significance of the Study

The significance of this study on the correlation between class size and academic performance of students in Oshimili South Local Government Area of Delta State is multi-faceted, impacting various stakeholders within the educational sector: Teachers, school administrators, parents and guardians, students, educational researchers, the community and society.

Teachers stand to benefit from a deeper understanding of how class size impacts their ability to deliver effective instruction. The study may reveal that smaller classes allow for more individualized attention, enabling teachers to tailor their teaching methods to meet the specific needs of each student. This could lead to more effective teaching practices, where teachers can closely monitor student progress, provide timely feedback, and adjust their instruction to address learning gaps.  Larger class sizes often pose significant challenges for classroom management. If the study confirms that smaller classes result in fewer behavioural problems and more on-task behaviour, teachers might advocate for administrative support in maintaining manageable class sizes. Additionally, understanding the dynamics of class size and management can help teachers develop more effective strategies for maintaining discipline and fostering a positive classroom environment, even in larger classes. Teachers can use the findings of this study to identify areas where they may need additional training or support. Conversely, if they must work in larger classes, teachers might look for training in classroom management and differentiated instruction techniques that help maintain high standards of teaching and learning despite the challenges posed by large class sizes. Managing large classes can be stressful and overwhelming, potentially leading to teacher burnout. If the study shows that smaller class sizes improve both student outcomes and teacher well-being, It could prompt schools to take actions that reduce teacher workloads, such as hiring additional staff or implementing support systems that make teaching large classes more manageable. This, in turn, could lead to higher job satisfaction, reduced turnover, and a more stable, motivated teaching staff. The study may encourage teachers to collaborate more closely with their colleagues to share best practices for managing different class sizes. This exchange of ideas can foster a more collaborative school environment, where teachers work together to overcome the challenges associated with class size and support each other in their professional growth.

The findings of this study can help school administrators make data-driven decisions regarding resource allocation. If the research shows a significant impact of class size on academic performance, administrators may prioritize resources to reduce class sizes, such as hiring more teachers, expanding classroom spaces, or creating additional sections of existing classes. Understanding the correlation between class size and academic performance can guide decisions on teacher-to-student ratios, especially in critical subjects where performance is most sensitive to class size variations. This can also inform hiring practices, leading to more targeted recruitment of teachers in subjects or grade levels where class sizes are largest, thereby enhancing overall instructional quality. The study’s findings can influence how administrators design and implement curricula. Smaller class sizes may allow for more flexible and innovative teaching methods, such as project-based learning or individualized instruction, which are more challenging to implement in larger classes.  A key role of school administrators is to foster a positive learning environment. If the study indicates that smaller class sizes contribute to better student-teacher relationships and fewer behavioural issues, administrators might advocate for policies that support smaller classes to cultivate a more conducive learning environment. This could lead to a school culture where students feel more engaged, supported, and motivated to succeed academically. Administrators can use the study’s results as a benchmark for monitoring academic performance across different class sizes. By comparing academic outcomes in relation to class sizes, administrators can identify trends, address underperformance in larger classes, and hold teachers and departments accountable for student outcomes. This approach ensures that administrators are proactively addressing the challenges associated with large class sizes and continuously working to improve educational quality.

This study will equip parents and guardians with the knowledge necessary to make informed decisions about their children’s education. If the research indicates that smaller class sizes lead to better academic outcomes, parents may prioritize enrolling their children in schools with smaller classes or advocate for changes in existing schools to reduce class sizes.  Empowered with data from this study, parents and guardians can more effectively advocate for improvements in the educational system. If the study demonstrates a strong correlation between class size and academic performance, parents can collectively push for policies that ensure more manageable class sizes in schools within their community.  This advocacy could lead to the hiring of more teachers, the expansion of school facilities, or other measures that help reduce class sizes and improve the quality of education. The study will help parents and guardians understand the challenges their children might face in larger classes, such as reduced individual attention, increased distractions, and possibly lower academic achievement.  With insights from the study, parents and guardians can become more actively involved in their children’s education. Knowing the potential impact of class size on academic performance, parents might be more motivated to engage with teachers, attend parent-teacher meetings, and participate in school activities that promote a better learning environment. This involvement is crucial as research consistently shows that parental engagement is a key factor in student success. Conversely, if class size is found to have a minimal effect compared to other factors, parents might decide to invest in other areas, such as after-school programs or additional learning materials, rather than in smaller classes alone. Understanding the significance of class size on academic performance may inspire parents to engage in community efforts aimed at improving local schools. This could involve participating in school boards, joining parent-teacher associations (PTAs),or supporting initiatives that address overcrowding in classrooms. By working together, parents can create a stronger community voice that advocates for the educational needs of all children in Oshimili South.

Students are the primary beneficiaries of any improvements in the educational system. The findings of this study could directly benefit students by creating a more effective learning environment. In smaller classes, students are more likely to receive individualized attention from teachers, where teacher facilitate discussions, group work, and hands-on activities that promote active learning. which can lead to a deeper understanding of the material, better retention of knowledge, and higher grades for students. This increased engagement can make learning more enjoyable for students, leading to higher levels of participation and motivation to succeed academically. Students who are more engaged in their learning are also more likely to develop critical thinking skills and a passion for lifelong learning. One of the key advantages of smaller class sizes is the opportunity for personalized learning. Teachers can more easily identify and address the unique needs, strengths, and weaknesses of each student. For students who may struggle with certain subjects, this personalized attention can mean the difference between falling behind and staying on track with their peers. Conversely, students who excel can be given more challenging tasks that push them to their full potential, ensuring that all students are appropriately challenged and supported in their academic journey. The study may highlight the importance of strong student-teacher relationships in fostering academic success. In smaller classes, students are more likely to build closer, more trusting relationships with their teachers.  A positive student-teacher relationship is often associated with higher levels of academic achievement, improved self-esteem, and greater overall well-being for students.

Larger class sizes can sometimes result in a more stressful and competitive environment, where students may feel lost in the crowd or pressured to compete with many peers for attention and recognition.   In smaller classes, students have more opportunities to participate in discussions, ask questions, and contribute to the learning process. This increased participation can boost students’ confidence, improve their communication skills, and foster a sense of ownership over their learning. By being more actively involved in their education, students are more likely to develop a love for learning and a greater sense of responsibility for their academic success.

The long-term benefits of improved academic performance due to smaller class sizes can be significant for students. A strong academic foundation can open doors to higher education, better job prospects, and greater career success. The study may also shed light on issues of educational equity. If it is found that students in larger classes, often in public schools, are at a disadvantage compared to those in smaller classes, typically in private schools, it could lead to efforts to address these disparities. By advocating for smaller class sizes across all schools, students from different socio-economic backgrounds could have more equal access to quality education, leveling the playing field and ensuring that all students have the opportunity to reach their full potential.

• Scope/Delimitation of the Study.

The study focuses on the impact of class size on instructional quality and teaching methods among secondary school teachers in Oshimili South Local Government Area of Delta State. The study will be conducted in public secondary schools within Delta State, which allows for a concentrated examination of class size dynamics within a particular educational system. By focusing on public schools, the research aims to understand the challenges and instructional practices in environments that often face similar resource constraints and systemic issues. The study will be limited to teachers’ perceptions and experiences regarding class size and instructional strategies. In this study, the independent variable is class size, which refers to the number of students assigned to a particular class. Class size is a crucial factor that can significantly influence teaching dynamics and the overall educational environment. By manipulating this variable, the study aims to examine how varying class sizes affect teaching practices and educational outcomes. The dependent variables in this study include instructional quality, teaching methods, and student engagement. Instructional quality encompasses the effectiveness of teaching strategies employed by educators, including the ability to deliver content, engage students, and provide individualized support. Teaching methods refer to the specific strategies and approaches teachers use in their instruction, which may vary based on class size. Lastly, student engagement reflects the levels of interest, participation, and involvement students demonstrate in the learning process, which is often influenced by the classroom environment and the teacher’s ability to interact with them.

1.7 Area of the Study. 

Oshimili South Local Government Area (LGA) is situated in Delta State, in the southern region of Nigeria. Delta State is part of the Niger Delta region, known for its rich cultural heritage, economic significance, and diverse population. Oshimili South LGA, with Asaba as its headquarters, occupies a strategic location along the western bank of the River Niger.  Oshimili South LGA is one of the 25 Local Government Areas in Delta State and plays a crucial administrative role, being home to Asaba, the state capital. The LGA is governed by a Local Government Chairman and elected councillors who oversee various wards within the area. The LGA consists of several communities and neighbourhoods, each with its traditional leaders and governance structures. The population of Oshimili South LGA is diverse, comprising various ethnic groups, with the Igbo people being predominant. The LGA is witnessing rapid infrastructural development, particularly in Asaba. The construction of roads, bridges, and public buildings is transforming the area into a modern urban center. However, challenges remain, particularly in providing adequate infrastructure in the more rural areas of the LGA.

The economy of Oshimili South LGA is wide-ranging, with significant contributions from both the public and private sectors. Asaba, being the state capital, hosts numerous government offices, which provide employment to a large number of residents. In addition, there are thriving commercial activities in markets like Ogbeogonogo, and industries related to construction, hospitality, and retail are growing.

Agriculture also plays a role in the local economy, particularly in the more rural areas like Oko, where farming is prevalent. The presence of the River Niger offers opportunities for fishing and other riverine activities. Key areas within Oshimili South LGA include:

Asaba: The capital city of Delta State, Asaba is the administrative and economic hub of the LGA. It is a bustling urban center with a mix of residential, commercial, and government establishments.

Cable Point: A prominent neighborhood within Asaba, Cable Point is known for its residential and commercial activities. It is one of the older parts of the city and has a diverse population.

Okwe: Located on the outskirts of Asaba, Okwe is a rapidly growing suburb with a mix of urban and rural characteristics.

Umuezei: This area within Asaba is known for its traditional significance and is home to some of the indigenous people of the region. It combines modern developments with rich cultural heritage.

Isieke: A residential community in Asaba, Isieke is characterized by a mix of old and new housing developments. It is a peaceful area, attracting families and individuals seeking a quieter environment.

Ogbeogonogo: Known for its vibrant market, Ogbeogonogo is one of the busiest areas in Asaba. It serves as a commercial hub where people from various parts of the LGA and beyond come to trade.

Oko: Located further away from the urban center, Oko is more rural and less developed than other areas within the LGA. It is primarily an agricultural community, with many residents engaged in farming and related activities.

Anwai: This area is notable for hosting Dennis Osadebay University, Asaba and contributing to the educational landscape of the region.

Education is a critical aspect of life in Oshimili South LGA with a range of educational institutions, from primary and secondary schools to tertiary institutions. These schools are a mix of public and private establishments, catering to the educational needs of the population. Asaba, being the center of the LGA, has a higher concentration of schools, including notable institutions such as:Dennis Osadebay University, Asaba: A key tertiary institution in the area, offering various academic programs. A prominent secondary school known for its academic excellence. St. Patrick’s College, Asaba: Another well-known secondary school with a rich history and other prominent secondary and primary schools. The LGA’s educational institutions face challenges such as overcrowding, especially in public schools, where class sizes can be large, impacting the quality of education. This makes the study on the correlation between class size and academic performance particularly relevant to the area.

Oshimili South Local Government Area, with its blend of urban and rural settings, diverse population, and growing economy, presents a dynamic environment for studying the correlation between class size and academic performance. The LGA’s educational landscape, marked by both opportunities and challenges, makes it an ideal location for this research, which could have significant implications for improving educational outcomes in the region

1.8 Definition of Terms

Class Size: Class size refers to the number of students assigned to a particular classroom or learning environment. It is a critical factor in educational settings, as research indicates that smaller class sizes are often associated with improved academic performance, higher levels of student engagement, and more effective instruction (Baker et al., 2020; Education Trust, 2021). Class size can influence teachers’ ability to manage classrooms, personalize learning experiences, and foster meaningful interactions with students.

Instructional Strategies: Instructional strategies are the methods and techniques teachers employ to facilitate learning. These strategies can include direct instruction, collaborative learning, differentiated instruction, and formative assessment practices (Antalan et al., 2018). The choice of instructional strategy is often influenced by class size; for instance, teachers in smaller classes may utilize more interactive and student-centered approaches, while those in larger classes may rely more on traditional lecture-based methods.

Secondary Schools: Secondary schools refer to educational institutions that provide instruction for students typically between the ages of 11 and 18, covering the education provided after primary schooling and before higher education. In Nigeria, secondary education is divided into junior secondary (JSS) and senior secondary (SSS) levels, with the curriculum aimed at preparing students for further education or vocational training.

Oshimili South Local Government Area: Oshimili South is one of the local government areas in Delta State, Nigeria, characterized by its diverse population and various educational institutions. The area is known for its rich cultural heritage and has several secondary schools serving the community. These schools play a crucial role in providing quality education and shaping the academic futures of students within the locality

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Category: Project

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Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.