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Class Size And Teacher’s Effectiveness In Secondary Schools
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Advocates
of small classes believes that small class size allow teacher to give
more individualized attention to students, manage their classrooms more
effectively and provide more effective instruction that leads to better
students performance. In a smaller classroom, a teacher has more time to
get to know each student personality and academic strengths and
weaknesses, students receive more attention and are less likely to
become discipline problems with less time spent on classroom management;
teachers can focus more on classroom instruction and students learning.
Patricia A Wesley of the college of education at the University of
Washington writes “my teaching and research experiences have convince me
that both small classes and small schools are crucial to a teacher’s
ability to succeed with students†(Wasley, 2002). Some people are not
convenience, however, that reducing class size ensures an academic
advantage. Kirk A Johnson is a senior policy analyst in the center for
data analysis, heritage foundation and asks the question, “are class
size reduction programs uniformly positive or does a downside exists to
hiring and placing more teachers in its public schools?†(Johnson,
2002). Because of state mandates in classroom reductions, schools are
required to hire more inexperienced teachers and are suffering from a
lack of qualified teachers to fill the classroom (Johnson, 2002). Others
argue that there is no substantive proof that class size makes a
difference in students performance and there may be other influences
affecting students performance. Evidence linking smaller classes to
improved performance is inconclusive for instance, difference studies
have varied in their definition of small class size.
According to
Erik Haunshek (2003) of the Hoover institution, only 15 percent of the
studies found that reducing class size has a statistically significant
positive effect on performance. Moreover, almost as many studies (13
percent) found that reducing class size has a statistically negative
effect on student performance. The remaining 72 percent and indicate
that reducing class size has no statistically significant effect
nonperformance. The results were similar in the 136 studies of
elementary school class size. Only 13 percent of them found that
reducing class size increase students performance, and 20 percent
indicate that a reduction harms performance. Thus, in the words of
Hanuyshek “there is little reason to believe that smaller class sizes
systematically yield higher student achievement†(Barcia, and
Fredua-Kwarteng, 2008). Evidence linking smaller classes to improved
performance is therefore inconclusive. This study therefore looks at how
class size and teacher’s effectiveness in secondary schools.
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ABSRACT - [ Total Page(s): 1 ]This study was carried out to examine class size and teacher’s effectiveness in secondary schools in Ado-Ekiti. Specifically, the study assess the relationship between large class size and the quality of teaching, learning and assessment. The study also find out if large class size distract the teacher from been effective. The study further identify if class size enables the teacher to know the strength and weakness of each student. Lastly, the study evaluate if class size helps a teacher ... Continue reading---
