INSTRUCTIONAL PLANNING, CLASS SIZE AND STUDENTS’ PERFORMANCE IN ECONOMICS IN SENIOR SECONDARY SCHOOLS
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INSTRUCTIONAL
PLANNING, CLASS SIZE AND STUDENTS’ PERFORMANCE IN ECONOMICS IN SENIOR SECONDARY
SCHOOLS
ABSTRACT
This project
work is undertaking with a view of improving student’ performance in Economics
in senior secondary Schools. Three research questions were formulated to guide
the study to enhance efficient and effective of this work, literatures on the
causes of poor performance by various scholars, journals, articles and other
writers’ view were reviewed. Questionnaires were also administered to Economics
teachers in some selected secondary schools in Orile Agege Local Development
Council Area of Lagos State. The statistical tools employed to analyses the
data collected was simple percentage. The mean findings off the study shows in
item 1 that class size plays an important roles in teaching and learning of
Economics with the highest percentage of
44.8%. Also percentage of 54.05 shows that there is direct effect of
instructional planning (instructional materials, textbooks, curricula etc.) on
teaching and learning of Economics. In research question three the percentage
score was 89.1% which shows the level of students’ performance in Senior school
Certificate Examination in economics. Based on these findings, it was
recommended that the relevant authorities (school management and government
agencies) should implement the measures to enforce the use of instructional
materials in the teaching of Economics.
CHAPTER ONE
INTRODUCTION
1.1 Backgrounds to the Study
Education is
an instrument for national development. This is because it is the instrument
used in developing the citizens who in turn contribute to the development of
the nation.
According to
Afolabi (2010), the quality of a nation’s education determines the quality of
the products of its education system and by extension the quality and quantity,
pace and level of its development. This is probably why every nation tends to
invest more in getting their populace educated. However, the integrity of the
entire educational system depends to a large extent on the quality of its
assessment practices.
Economics,
as science concerned with how individuals, businessmen and government make use
of limited resources at their disposal (Chudi, 2013), plays a key role in the
future progress of human kind. As a subject, economics enables students acquire
knowledge for the practical solution of the economic problems of society and
make them effective member of the community.
With
reference to secondary school economics, there exists consistent poor
performance/achievement of most secondary school leavers in May/June
examinations conducted by West African Examination Council (WAEC) and National
Examination Council (NECO), (Adu, Ojelabi & Hammed 2009). Of all the
economics candidates who sat for the 2005, 2008 and 2009 May/June SSCE, only
36%, 49% and 45% respectively had credit and above (A1 – C6) (Bello, 2010). The
impact of instructional planning on the candidates’ future performance should
be a cause for concern for the country’s leaders, stakeholders in the education
industry and the nation as a whole. A focus of the subject is how economics
agents behave or interact and how economics work. Consistent with this, a
primary textbook distinction is between micro economics and macro economics.
Micro-economics examines the behaviour of basic elements in the economy,
including individual agents (such as households and firms or as buyers and
sellers) and markets and their interactions. Macro-economics analyzes the
entire economy and issues affecting it, including unemployment, inflation,
economic growth and monetary and fiscal policy.
Trend of
Candidates’ Entry for the May/ June
This
illustrates the trends of entries in WASSCE in four of the WAEC member
countries for the subjects between 2006 and 2010. However, Ghana did not
present candidates for the examination in 2010.
Trends of
Candidates’ performance in May/June 2006 to 2010 WASSCE in Economics.
2006
2007
2008
2009
2010
Nigeria
49.44
39.03
49.22
45.44
56.26
Ghana
35.58
47.84
37.3
49.2
S/Leone
7.79
1.89
3.84
3.21
9.7
The Gambia
9.88
7.72
7.33
12.45
9.82
Figure shows
that less than 57% of the candidates had credit and above (A1 – C6) in
Economics in all the countries during the period under consideration. The trend
of performance fluctuated in all countries throughout the period. Trends of
candidates’ performance in May/June 2006 to 2010 WASSCE in Economics.
Researchers
(NCTE Secondary section, 1990) have identified the following encouraging
results from reducing class size and improving instructional planning.
· Small classes result in
increased teacher – student contact.
· Students in smaller classes
shows more appreciation for one another and more desire to participate in
classroom activities.
· Smaller classes result in
higher teacher morale and reduced stress.
· In smaller classes, more
learning activities take place
· Smaller classes foster
greater interaction among students, helping them understand one another and
increasing their desire to assist one another.
Instructional
planning is a process of the teacher using appropriate curricula, instructional
strategies, and resources during the planning, and process to address the
diverse needs of students. Poor academic achievement in Economics could be attributed
to many factors among which teachers strategy itself was considered as an
important factor. This implies that the mastery of Economics concepts might not
be fully achieved without adequate instructional planning may certainly result
in poor academic achievement. Planning is preparation for action. To improve
practices, one needs to have prior thought and planning, ongoing review, and
continuous adjustment as the plan unfolds in practice, and finally, reflection
on what worked, what didn’t, and how to improve. Indeed, planning is an
essential tool for effective teaching. Teaching is a complex activity that
involves careful preparation and planning, both for short term learning
purposes or long-term learning purposes. Misulis commented “regardless of the
teaching model and methods used, effective instruction begins with careful,
thorough, and organized planning on the part of the teacher”. A solid planning
process is integral to a teacher’s efforts in identifying appropriate
curriculum, instructional strategies and resources to address the needs of all
students. Furthermore, teacher’s planning influences the content of
instruction, the sequence and cognitive demands of subject topics, learning
activities and students’ opportunities to learn, and the pacing and allocation
of instructional time.
In, most
third world countries, enrolment exceed provision for secondary education in
terms of adequate furnished classrooms. Hence, the perennial problem of
classroom congestion, the poverty level and low classroom utilization rates in
these countries worsen the situation. Nigeria is a third world country where
the situation is not different. Secondary education in the country is poorly
funded; hence most of the secondary schools experience classroom congestion, low
students-classroom space and low classroom utilization rates. These situations
may likely affect secondary school students’ academic performance adversely.
The National
policy on Education prescribed a maximum of 30 students in a class, but in most
secondary schools in the state average class size exceeds 50. The situation has
negative impact on the average classroom space per student. Yet, these students
need to learn in comfort.
As school
population increases class sizes also increase, the performances of students
become an issue. According to Dior (1995), class size has become a phenomenon
often mentioned in the educational literature as an influence on pupil’s
feelings and achievement, on administration, quality and school budgets. In his
words he noted, that class size is almost an administrative decision over which
teachers have little or no control.
1.2 Statement of Problem
In spite of
the desire for educational development, couple with the fact that Economics is
a very vital subject for educational development and as such, the use of
instructional materials, the class size as well as students’ performance in
Economics have become a source of concerns to all stakeholders. It is on the
premise study sought to investigate the effects of using improvised
instructional materials and class size on the achievement of secondary school
students in Economics.
1.3 Purpose of the Study
1. To investigate the level of students’
performance in senior school certificate Examination in Economics.
2. To investigate the impact of class size
on students’ performance in Economics as a subject.
3. The study is also designed to
investigate effective use of instructional planning to improve students’
performance in Economics.
1.4 Research Questions
To further
understand the study under investigation, the following pertinent questions
were raised:
1. Does class – size have any impact on
the performance of students in Economics?
2. Does instructional planning have any
impact on students’ performance in Economics.
3. What is level of students’ performance
in Senior School Certificate Examination in Economics?
1.5 Significance of the Study
The results
of the study is hoped to assist planning and manage the class size in some ways
enough to arouse the interest of the students.
§ It would be of good assistance to teachers to
create a habit that they would improve on the obsolete teaching methods, use
adequate, modern and relevant instructional materials, methods of teaching,
mastering of the subject at their disposal to the fullest.
§ The Students would be alerted on both the
positive and negative effects, their interest, perception toward their
performance in Economics.
§ It would also be of benefit to teachers and
other stakeholders like government and school owners in making proper planning
for students’ population and potential growth.
1.6 Scope of the Study
For the
purpose of this study the scope shall be limited to secondary schools in Orile
Agege Local Government in Lagos State.
1.7 Operational Definition of Terms
Ancopss: All
Nigeria conference of principals of secondary schools
Impact: A
forceful consequence; a strong effect
Economics: is a science that is concerned with how
individuals, businessmen and government make use of limited resources at their
disposals.
Stakeholders:
Someone entrusted to hold the stakes for two or more persons betting against
one another; must deliver the stakes to the winner.
Planning: is
the act or process of making or carrying out plans.
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