The Relationship Between Class Size And Secondary School Students Academic Performance In Geography
[A CASE STUDY OF ABEOKUTA-SOUTH LOCAL GOVERNMENT AREA OF OGUN STATE]

CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
    This chapter discuses this study; from there draw up conclusion and make recommendations.
Discussion
    The results go in line with the fundamental of the questions. As regards the finding that there is significant relationship between the opinion of male and female teachers on students academic performance in geography. This finding disagrees with a compilation of studies examined by Educational Research Service, Robinson (1990) concluded that research does not support the expectation that class size will of themselves result in greater academic gains for students. He observed that the influence of class size on students learning vary by grade level, pupil characteristics, subject areas, teaching methods and other learning interventions. And his research rather consistently fins that students who are economically disadvantaged or from some ethnic minorities perform better academically in smaller classes.
    Another finding is that there is significant relationship between class size and students academic performance in geography. This finding agrees with Kolawole (1982), who observed that the relationship between class size and student achievement was negative, such that the larger the class, the lower the student achievement will be. Adeyela (2000), also gave credence to this fact in her study that large class size is not conducive for serious academic work.
    The finding that there is a significant relationship between the opinion of teachers and principals on the effect of class size on academic performance of geography students is in disagreement with the Slavin (1989), who submits that substantial reductions in class size have small positive effect on students and the effect was not cumulative and even disappears in later years. He further asserted that large effects of class size reduction are not likely to be seen until the class size is reduced to one (that is one – on – one tutoring).
    The finding that there is significant relationship between class size and student score in academic performance of geography students is in agreement with the research of Wisconsin and Helming (1991) in that large class size coupled with excessive responsibilities contributes to high stress levels of job dissatisfaction among teachers.
    Results also showed that the performance of students taught by teachers in smaller classes was good because the scores of students in the geography achievement test were very high.
    The exam score of both male and female students in the geography examination was very high in a class with the total number which ranges from 20 – 40. These findings are in conformity with the findings of Muller et al (1988), which indicated that in a reduced class size, students received more individual attention and more immediate feedback that both below average and above average students achieved more, that a greater variety of instructional materials were used, that the instructional atmosphere were less hectic, that teachers assigned more home work, and that teachers were happier and more enthusiastic about their teaching.
    These findings are also in agreement with the findings of Bernett (1987), who agreed with the results of researchers that small classes result in increased student – teacher contact, greater achievement gains for students with lower academic ability and for those who are economically or socially disadvantaged, improvement in classroom management, higher teacher moral and reduced stress, produce considerable higher achievement.