KANU-NWOSU, DANIEL I.
Department of Curriculum Studies,
Educational Management and Planning
University of Uyo,
Uyo, Nigeria.
Abstract
The study investigated Class Size and Teachers’ Effectiveness in Public Secondary Schools in Uyo Education Committee (LEC) of Akwa Ibom State. Three research questions were raised and the three research hypotheses were formulated to guide the study. The design of the study was ex-post facto survey. The population comprised 4937 SSII students in the fourteen public secondary schools in Uyo LEC. Stratified random sampling technique was used to select the sample size of 500 students. A researcher-developed instrument, “Class Size and Teachers’ Effectiveness Questionnaire” (CSTEQ) and secondary sources validated by experts, were used to gather the data. The reliability co-efficient of the instrument was determined using the Cronbach Alpha. The reliability index of 0.86 was obtained. The mean and standard deviation were used to answer the research questions while the
independent t-test was used to test the hypotheses at .05 alpha levels. The findings of the study reveal that there is significant difference in teachers’ classroom control, discipline, and classroom interaction based on class size. All the teachers reported managing over 40 students without commensurate incentives in the areas of funds and facilities. The study therefore concluded
that a school should have a class size that the teachers should be able to manage while being cost effective since the size of a class significantly relates to teachers’ effectiveness in public secondary schools in Uyo Local Education Committee of Akwa Ibom State. It was recommended that all the teachers in Akwa Ibom State should be trained and re-trained in classroom management.
International Journal of Research in Education Vol.15 No. 1&2 © 2020 by The Development Universal Consortia. All Rights Reserved