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Full Project – THE EFFECT OF SCHOOL TYPE AND CLASS SIZE ON PRIMARY SCHOOL PUPILS’ ACADEMIC ACHIEVEMENT

Full Project – THE EFFECT OF SCHOOL TYPE AND CLASS SIZE ON PRIMARY SCHOOL PUPILS’ ACADEMIC ACHIEVEMENT

Educational Administration and Planning Research Project
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Full Project – THE EFFECT OF SCHOOL TYPE AND CLASS SIZE ON PRIMARY SCHOOL PUPILS’ ACADEMIC ACHIEVEMENT

Click here to Get this Complete Project Chapter 1-5

ABSTRACT

This study examined effect of the school type and class size on the primary school pupil’s academic achievement with focus on selected primary schools in Alimosho LGA, Lagos. The objectives of the study are to: investigate the effect of class size on primary school pupil’s academic achievement; and identify the effect of school type on primary school pupil’s academic achievement. This research was conducted through a descriptive research design. This study employed cross-sectional survey design.  This design is appropriate for this study because survey research design is an excellent way to gather lots of information from many people. This design extensively describes the relationships and effects between the variables. The nature of the problem was duly considered in the study. The study made use of quantitative research method. The population for this research comprised of some selected primary School in Alimosho local government area of Lagos state. Findings indicated class size has been found to play a significant role in pupils’ academic achievement.. The study, therefore recommended that Schools should invest in ongoing professional development programs to enhance teachers’ instructional strategies and classroom management skills.

 

 

 

 

CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

As school population increases class sizes also increase, the performances of pupils become an issue.  According to Okoh (2005), class size has become a phenomenon often mentioned in the educational literature as an influence on pupil’s feelings and performance, on administration, quality and school budgets.

 

School types play a crucial role in shaping primary school pupils’ academic achievement. Research by Achilles, Harman & Egelson (1995) found that pupils attending private schools tend to outperform their peers in public schools. This could be attributed to various factors such as smaller class sizes, better resources, and more individualized attention. However, it is important to consider other variables that may influence academic achievement, such as socioeconomic status and parental involvement.

 

Class size is another important factor that can impact primary school pupils’ academic achievement. A study conducted by Bohrnstedt & Stecher (2002) revealed that smaller class sizes have a positive effect on pupil outcomes. Pupils in smaller classes tend to receive more personalized instruction, have increased engagement, and experience fewer behavioral issues. However, it is worth noting that the optimal class size may vary depending on the specific context and grade level.

 

In addition to school types and class size, the quality of teaching also plays a significant role in primary school pupils’ academic achievement. A meta-analysis conducted by Farber & Finn (2000)  found that effective teaching practices, such as clear instruction, feedback, and classroom management, have a strong positive impact on pupil learning outcomes. Therefore, it is important to consider the interaction between school types, class size, and teaching quality when examining their effects on academic achievement.

 

The relationship between school types, class size, and academic achievement is complex and multifaceted. A study by Fidler (2001) explored this relationship by examining different school types (public, private, and charter) and their corresponding class sizes. The findings suggested that while smaller class sizes in private schools were associated with higher academic achievement, the same effect was not observed in public or charter schools. This highlights the need for further research to understand the specific mechanisms through which school types and class size influence academic achievement.

 

It is important to consider the potential limitations and confounding factors when interpreting the findings on the effect of school types and class size on primary school pupils’ academic achievement. For instance, studies often rely on self-reported data or standardized test scores, which may not capture the full range of academic abilities and skills. Additionally, factors such as pupil motivation, parental involvement, and school resources can also influence academic achievement and should be taken into account.

 

School types and class size have a significant impact on primary school pupils’ academic achievement. Private schools with smaller class sizes tend to yield better academic outcomes compared to public or charter schools. However, it is important to consider other factors such as teaching quality, socioeconomic status, and parental involvement when examining the relationship between school types, class size, and academic achievement. Further research is needed to better understand the specific mechanisms through which these factors interact and influence pupil outcomes.

1.2.  Statement of the Problem

When it comes to the issues with school types and class size on primary school pupils’ academic achievement, there are several factors to consider. Firstly, the type of school can have a significant impact on a pupil’s academic performance. For example, public schools may have larger class sizes and fewer resources compared to private schools, which can affect the quality of education provided.

 

Secondly, class size plays a crucial role in a pupil’s academic achievement. Research has shown that smaller class sizes allow for more individualized attention and interaction between teachers and pupils. This can lead to better academic outcomes as pupils receive more personalized instruction and support.

 

However, it’s important to note that the relationship between school types, class size, and academic achievement is complex and can vary depending on various factors. For instance, some studies have found that smaller class sizes are more beneficial for younger pupils, while others have shown that the impact of class size diminishes as pupils progress through primary school.

 

Additionally, the quality of teaching and the overall school environment also play significant roles in determining academic achievement. Even with smaller class sizes, if the teaching methods are ineffective or the school lacks necessary resources, pupils may still struggle academically.

 

Furthermore, socioeconomic factors can also influence the relationship between school types, class size, and academic achievement. Pupils from disadvantaged backgrounds may face additional challenges that can impact their academic performance, regardless of school type or class size. While school types and class size can have an impact on primary school pupils’ academic achievement, it is essential to consider various factors such as teaching quality, school resources, and socioeconomic background. It is a complex issue that requires a comprehensive approach to ensure the best possible educational outcomes for all pupils.

 

1.3. Purpose of the Study.

The purpose of this study is to examine the effect of the school type and class size on the primary school pupil’s academic achievement specifically the study intended to:

  1. To investigate the effect of class size on primary school pupil’s academic achievement
  2. To identify the effect of school type on primary school pupil’s academic achievement.

1.4. Research Questions.

To achieve the objective mentioned above, this study addresses the following research questions

  1. How does class size affect primary school pupil’s academic achievement?
  2. What is effect of school type on primary school pupil’s academic achievement?

1.5. Significance of the study.

Understanding the impact of school type and class size on primary school pupil’s academic achievement. Has significant implications for educational policy and practice.

By identifying factors that contribute to better academic outcomes. Policy maker can make informed decision regarding resources allocation, curriculum development, and teacher-pupil ratios. Educator can also benefit from this research by gaining insights into effective teaching strategies based on class size considerations.

The achievement of primary school pupil’s, lies in its potential to inform Educational policies and practices, by understanding how these factor impact pupil performance; policy maker can make evidence –based decision school funding, teacher-pupil ratios, and resources allocation.

Educator can also benefit from this research, by gaining insight into effective teaching strategies that can be tailored to specific school types and class sizes.

 

 

1.6.  Scope Of the Study

The research focuses on examining the impact of class size and school type on the academic achievement of primary school pupils from various social-economics background and academic performance levels Data will be gathered through standardized tests, academic records, Teacher evaluations, and pupil surveys to gain both quantitative and qualitative insights.

The study is limited to primary school pupils aged 6-12 years old from diverse social economic backgrounds. It considers both public and private schools to ensure a comprehensive analysis. However, it is important to note that the study those not account for other potential factor that may influence academic achievement, such as Teacher’s quality, curriculum   content and parental involvement. The study was limited to selected primary schools in Alimosho LGA, Lagos.

1.7  Operational Definition of Terms

The definition of terms are buttressed below:

– School types: School types refer to the different categories or classifications of educational institutions. Examples of school types include public schools, private schools, charter schools, and magnet schools.

– Class size: Class size refers to the number of pupils in a particular classroom or learning environment. It is often measured by the pupil-to-teacher ratio, which indicates the average number of pupils per teacher in a given class.

– Primary school: Primary school, also known as elementary school, is an educational institution that provides education to children in their early years of formal schooling. It typically includes grades or levels from kindergarten or preschool to around fifth or sixth grade, depending on the country or educational system.

– Pupils: Pupils are pupils or learners who attend school or receive formal education. The term is commonly used to refer to children or young individuals who are enrolled in educational institutions.

 

– Academic achievement: Academic achievement refers to the level of success or accomplishment that a pupil has attained in their academic pursuits. It can be measured through various indicators, such as grades, test scores, class rankings, and academic awards.

 

– Public school: Public schools are educational institutions that are funded and operated by the government or public authorities. They are typically open to all pupils within a specific geographic area and are funded through taxes or public funds.

 

– Private school: Private schools are educational institutions that are privately funded and operated. They are often independent of government control and may have their own admission criteria, curriculum, and educational philosophy. Private schools are usually funded through tuition fees paid by pupils or donations from individuals or organizations.

 

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Full Project – THE EFFECT OF SCHOOL TYPE AND CLASS SIZE ON PRIMARY SCHOOL PUPILS’ ACADEMIC ACHIEVEMENT

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