Project Abstract

Abstract
This study aimed to investigate the relationship between class size and teachers' interest in teaching social studies in primary schools in Essien Udim Local Government Area. The research utilized a mixed-methods approach to gather data from teachers in primary schools within the area. A total of 150 teachers participated in the study, providing quantitative data through a structured questionnaire and qualitative data through interviews. The findings revealed a significant correlation between class size and teachers' interest in teaching social studies. Teachers in smaller class sizes demonstrated higher levels of interest in teaching the subject compared to those in larger class sizes. The qualitative data further supported this relationship, with teachers in smaller classes expressing more enthusiasm and engagement in teaching social studies. Moreover, the study identified several factors that influenced teachers' interest in teaching social studies, including workload, classroom management, and student engagement. Teachers cited that smaller class sizes allowed for better classroom management, increased student participation, and more personalized attention, which contributed to their interest in teaching social studies. The research also highlighted the challenges faced by teachers in larger class sizes, such as difficulties in individualized instruction, classroom control, and student motivation. Teachers in larger classes reported feeling overwhelmed by the workload and struggled to create a conducive learning environment for teaching social studies effectively. Overall, the study underscored the importance of class size in shaping teachers' interest and engagement in teaching social studies in primary schools. It emphasized the need for policymakers and school administrators to consider class size reduction strategies to improve the quality of education and enhance teachers' motivation and effectiveness in teaching social studies. The findings of this study provide valuable insights for education stakeholders, including policymakers, school administrators, and teachers, to address the impact of class size on teachers' interest in teaching social studies. By recognizing the significance of class size and its influence on teaching practices, efforts can be made to create conducive learning environments that promote teachers' professional growth and enhance students' learning experiences in social studies.

Project Overview

INTRODUCTION

1.1   Background to the Study

Knowledge, skills and values which is seen by the society as a necessary instrument for nation building is impacted upon the pupils by the teachers in the process of education. In educational community, there are a lot of factors that make the environment fit for effective teaching-learning activities in other to achieved the expected goals.

This factors may include school environment, class size, method of teaching, teacher’s effectiveness and others.

Research have confirm that class size reduction does provide the environment in which teachers can teach effectively. The research on student outcome and teachers behaviour conducted by Nina (2007) shows that, in smaller class size teacher interact with individual students more frequency and use a greater variety of instructional strategies. They can create more opportunities for higher-order co-construction of meaning by students. They also may spent out of classroom work time on more creative planning and less on routine making and they may interact more frequently with other teachers and adult in support of classroom teaching.

Nina (2008) noted that students behaviour tends to support teacher’s belief that they can more competently and effectively in smaller classes. In smaller classes students learn more academically and socially, they are more engaged and less disruptive.

Classroom can be set up in a way that hindered creativity or promote a positive learning environment.

The way in which a teacher organize their class or how they control it, will yield positive or negative consequences for their students.

If a teacher is negative because of his impression on the classroom size, there will be a direct negative impact on the pupil within the classroom. Similarly, if a teacher is positive because of his impression on the classroom size, there will be a direct positive impact on the pupil within the classroom.

Classroom congestion is a problem that affects the academic performance of students and effectiveness of the teachers. It is in this vein that Edge (2005) in his study identify the following problems as its associated with classroom congestion.

(1)   The provision of an opportunity for discussion or for any kind of oral inputs to the written work is difficult.

(2)   The amount of classroom involvement can dissuade even the not enthusiastic teachers, it classes are very large. In affirmation, Smith and Glass (2009) literate that small class size leads to higher pupils achievement, more favourable teachers effects e.g moral, attitude toward pupil.

        Class size is very important factor that must be looked into by government, school administrators and other educational authorities, this is because the factor (class-size) affects bot h the inputs system (teachers) and also the output system (academic performance of pupils) hence this study aimed at investigating class size and teachers’ interest in teaching social studies in Essien Udim L. G. A.

1.2   Statement of the Problem

        The National policy on education N.P.E. (2004) has stipulated a minimum number of 30 pupils in a class, but in most schools in the state especially in Essien Udim Local Government Area, the number of the pupils have exceed the average class size to 40 and 50. This is because of the free and compulsory education that is going on in the state.

        Government effort in tackling this problem is minimal, this create a Negative impact both to the pupils and the teacher.

The overabundance of pupil in the classroom of some public primary school in Essien Udim has post a concern in the mind that the pupils attention toward learning and the teachers behaviour in teaching social studies.

This study is therefore designed to check the effect of class size and teachers interest in teaching social studies in primary schools in Essien Udim Local Government Area