Class size and learning of Literature in English in selected tertiary institution

 

CLASS SIZE AND LEARNING OF LITERATURE IN ENGLISH IN SELECTED TERTIARY INSTITUTION

 CHAPTER ONE
INTRODUCTION

1.1 Background to the Study

The increase in population in a school affects the class sizes, the performances of students become an issue.  Class size refers to the number of students in a given course or classroom, specifically either the number of students being taught by individual teachers in a course or classroom or the average number of students being taught by teachers in a school or educational system. The term may also be the number of students participating in learning experience. Class size is almost an administrative decision over which teachers have little or no control. Class size refers to an educational tool that can be used to describe the average number of students per class in a school (Adeyemi, 2008). 

There are large and small sizes in school. The smaller the class, the greater the likelihood is that a teacher will spend more time with individual pupils.  Large classes present more challenges for classroom management, pupil control, and marking, planning, and assessment. Teachers are put under more strain when faced with large classes. In smaller classes, it can be easier for teachers to spot problems and give feedback, identify specific needs and gear teaching to meet them, and set individual targets for pupils. Teachers also experience better relationships with, and have more knowledge of individual pupils.  

Ajayi and Adeosun (2014) opined that in order to control rising capital cost of education, the average class-size could be increased. These points were also supported by Toth and Montagna (2012) who reported that the increase in enrolment in many institutions which has become major concerns of students could definitely lead to an increase in class size. Commeyras (2015) however, disagreed with these arguments and reported that effective teaching seems impracticable for teacher educators having large class sizes of 50, 75, 100 or more. Nwadiani (2016) argued that the higher the class-size, the lower the cost of education. He contended however, that most classrooms are over-crowded spreading resources thinly and thereby affecting the quality of education. 

Richard (2014) opined ‘Literature classroom is different from other courses classroom. Consequently, the resources of Literature, which have the potentialities of enhancing effective language learning, are denied from the learners due to their populations. This practice, no doubt, could be said to have inhibited effective teaching and learning of Literature in English Language in our schools and colleges. No wonder a good number of Nigerian school students hardly express themselves sufficiently in English even after they had offered Literature and had a good grade in it.  

According to Awoyemi, (2017) ‘One of the pillars of a successful implementation of effective teaching and learning of Literature in English is determined by the class population as well as availability and adequate resources. This does not augur well for the training of high class manpower for the development of the schools in the society, and therefore, should be a source of worry to all well-meaning educators teaching Literature in English in tertiary institutions in Nigeria, particularly in Oyo town. The reason is that, teaching and learning of Literature in English tertiary institution is to produce and make more available the needed critical social knowledge, attitude and skills towards a just society. Here tertiary institution acts as the critic and conscience of society and must therefore maintain a quality control. In the light of the foregoing, the thrust of this study to examine the Class size and learning of Literature in English in selected tertiary institution in Oyo town.

1.2 Statement of the Problem 

Generally, the phenomenon of population in education is not only a negative situation for developing nations, but also for developed nations. Series of studies have been carried out on the impact of large class size in schools especially, higher institutions; there have been a number of class size reduction projects. Proclamation has been that small classes should be a cornerstone of educational policy. As it is been explicitly stated National Policy on Education, (2014) in Section 4 and in Section 5 respectively “For effective teaching and learning, the teacher-pupil ratio shall be 1:35; The teacher-pupil ratio at this level of Education shall be 1 :40. Nearly, 96% of education staffs feel that there should be a maximum number of students in classes”. They also pointed out that large class size does not only affect the quality of teaching and learning, but also affect their “stress levels”. Besides that, they emphasized that large class size makes it hard “to deal with behaviorioal problems” and “give individual support to those students on the register in large classes”. Hence, this does not augur well for the training of high class manpower for the development of the country, and therefore, should be a source of worry to all well-meaning educators of the universities in Nigeria. This study, therefore, sought to examine the impact of large class sizes on learning of Literature in English in selected tertiary institution in Oyo town.

1.3 The Purpose of the Study 

The purpose of this study is to provide views of lecturers and students on class size and its effects on teaching and learning of Literature in English in selected tertiary institution in Oyo Town. The study specifically sought to investigate the following objectives: 

(1) To identify the problems and challenges faced by lecturers and students in large classes; 

(2) To assess the effects of class size on the quality of teaching, learning and assessment; 

(3) To provide possible suggestions to overcome the problems and challenges of learning of Literature in English in Emmanuel Alayande College of Education, Oyo and Federal College of Education (Special) Oyo.  

1. 4 Research Questions 

The following questions were to guide this study. 

(1)  To what extent does class size affect the quality of teaching and students’ learning achievement in Emmanuel Alayande College of Education, Oyo and Federal College of Education (Special) Oyo? 

(2) What are the challenges students face in large class size on learning of Literature in English in Emmanuel Alayande College of Education, and Federal College of Education (Special) Oyo?

(3) How can the problem of class size be managed in learning of Literature in English in Emmanuel Alayande College of Education, and Federal College of Education (Special) Oyo? 

1.5 The Significance of the Study 

The study would provide important information for the tertiary institution authorities, policy-makers, researchers and other stakeholders of education in Oyo town and Nigeria at large. 

This is very useful feedback to curriculum planners to review the class population in teaching and learning process in schools. 

The study would provide feedback on the status of teaching and learning facilities such as, lecture rooms, public-address-system, and very conducive learning environment. The feedback may guide the Ministry to improve its resources allocation in schools aiming at improving the quality of education in schools. 

The study would provide feedback on the status of guidance and counselling as a component needed to support students’ growth through effective use of time, decision making and hence good performance among tertiary institution students.  

The study expects to bring useful insights on which to build, modify or improve the ways of teaching/learning in Nigeria context. The findings from this study would also add to the existing literature on university education in and beyond Nigeria. 

1.6  Scope and Delimitations of the Study 

The study is exclusively focused on Class size and learning of Literature in English in selected tertiary institution in Oyo Town. Thus, the study will be confined to tertiary institutions in Oyo town. However, every effort will be made to ensure that sampling used is adequate to collect information required for drawing conclusions. Lecturers and students will be preferred by the researcher as the main respondents because they are the directly involved in the concern study. 

1.7  Operational Definition of Terms 

Class size: It refers to the number of students in a given course or classroom, specifically either (1) the number of students being taught by individual teachers in a course or classroom 

Learning: This is the acquisition of knowledge or skills through study, experience, or being taught.

Literature in English: It refers to the study of texts from around the world, written in the English language. Generally, literature refers to different types of text including novels, non-fiction, poetry, and plays, among other forms.

Performance:  It refers to an activity that a person or group does that can be rated or comment on.

Quality: It refers to characteristics that someone or something has, which can be noticed as a part of person or thing. 

CHAPTER TWO
LITERATURE REVIEW

2.0  Introduction

This chapter presents the review of existing conceptual basis in order to set current study into a new perspective and join ongoing discourse and empirical study. The chapter focus on the review of the following:

• Concept of Large Class 

• Class Size Influence on other Factors that Affect Student Academic              Performance

• Concept and Functions of Literature in English

• Class Size Challenges and Its Implication on Teaching and Learning

• Implication of Large Class on the Interaction in Classroom 

• Remedies to Large Class Size in Literature in English Class    

2.1 Concept of Large Class 

Class size refers to the number of students in a given course or classroom, specifically either the number of students being taught by individual teachers in a course or classroom or the average number of students being taught by teachers in a school or educational system. The term may also be the number of students participating in learning experience. Class size is almost an administrative decision over which teachers have little or no control Ayeni and Olowe (2016). Class size refers to an educational tool that can be used to describe the average number of students per class in a school (Adeyemi, 2008). There are large and small sizes in school. The smaller the class, the greater the likelihood is that a teacher will spend more time with individual pupils. 

In light of rapidly increasing enrolment in many HEI’s across the nation, administrators are under fire concerning the issue of growing class size and the potential diminishing of academic standards. Van Allen (2016) asserts that the “quantitative product”, monetary gains afforded by increased enrolment far outweigh the “qualitative product” of well-educated and knowledgeable graduates. This view point shows that there are returns to investing in smaller classes for certain students and it provides some evidence on why past literature has produced such inconsistent findings on the impact of class size. According to Leah (2011) there are research evidence to demonstrate that there are consequences of reducing class size on student achievement and it synthesizes, indeed, class size is strongly related to student achievement; smaller classes are more conducive to improved pupil performance than larger classes; smaller classes provide more opportunities to adapt learning programs to individual needs; pupils in smaller classes have more interest in learning; and teacher morale in smaller classes is better. The opinion indicates that smaller classes have more positive consequences than larger ones, no matter how small. While reduced class size may improve school tone and morale, it is not an adequate policy alone for significantly accelerating student achievement. 

However, issue of population in class of learning did not limit to general courses but cut across Literature in English. It tends to be controversial if for no other reason than that it tends to defy common sense, conventional wisdom and highly publicised accounts of the scientific evidence. According to Education Week report (2015) Thirty-six states in the Nigeria have adopted provisions to require class size reduction. These laws may set caps on individual class sizes, on school-wide student-teacher ratio, or class size averages in one or more grades. Several states have relaxed those requirements since 2008. Florida’s class size cap was established over the course of several years, in response to a state wide referendum in 2002 that amended its state constitution. State wide, class size averages are 15.46 students per class in grades pre-primary 1-3, 17.75 in grades 4-8, and 19.01 in high school. Some states regulate class size as well, include class size caps in their contracts with teachers unions (Setting Class Size Limits. Education Week Retrieved 22nd December 2020).

  Unfortunately, in-order to support calls for class population reduction in Literature in English Class, there has been a tendency to pick and choose from the available studies and evidence. It is therefore useful to review the existing evidence and to reconcile the varying conceptions of what might be expected, gained or lost from class population reduction or increase. Therefore, in this chapter, topic like: Concept and Functions of Literature, Population Challenges and Its Implication on Teaching and Learning as well, Remedy to Population Management in Literature in English Class are considered to be reviewed. 

2.2 Class Size Influence on other Factors that Affect Student Academic Performance 

Lockheed and Verspoor (2000) submitted that most public school lack adequate infrastructure and educational facilities. For instance, reading and learning materials are mostly hardly available, especially in the rural areas. Also the size of each class forms a critical determinant of student’s academic improvement and performance. Ademolekun (2001) among her list of teachers that affect achievements of students school included, high student to low teacher ratio and she blamed it on the fast growing rate of school in recent years, leading to a situation where a teacher has to control a class of sixty students even without basic infrastructural facilities like furniture, good conducive environment and classroom. 

Krah (2004), in his study of ideal class size found that class size above tony students have negative effect on student academic achievement. This is because of the possible differences in interest and abilities of pupils, particularly m commanding attention in class. Young (2009) observed that poor attendance and unprofessional attitude towards student by the teachers affect the performance of the student academically. In addition,, general factors have been identified as hampering academic work and students performance in public school. 

Moreover, the environmental condition of a school has a great influence on the performance of students. The school buildings when: learning takes place should be conducive to learning. According to Olutade (2002), classroom that is well built and ventilated with suitable furniture and far away from noise have effect on the students educational progress. The school building consists of corridors, the class, the staff common rooms and headmaster or head teacher room. Though the school may find it difficult to satisfy all these conditions when planning and designing a school, the fulfillment of a combination of these conditions will determine the rate at which the stated objectives of any educational institution are met. 

Furthermore, as regards issue of classroom management, Hadead (2003) observed that classrooms are of uniform and rectangular shapes. the environment within the classroom must be enriched to stimulate and facilitate the child‘s cognitive development. Olutade (2002), submitted that proper school environment is as important as the home visit to many school today will make one to be really sad. Many school environment and classroom blocks are bad, ditty and without aesthetic value. The classroom is overcrowded because in time past they were meant to serve between 25-30 students but now over 50 students occupy each of the classrooms. Classroom design is the most important aspect of the school building construction. The classroom environment must be comfortable and conducive teaching and learning process of the students

2.3 Concept and Functions of Literature in English

The term “literature” is used basically in two different senses. First, it is used to refer to any written material on a subject. Second, it is a term used to refer to one of the school subjects studied by students or a university discipline; and it is this second sense that applies to us in this context. As a subject or discipline, Literature has been variously defined by different scholars. According to Onuekwusi (2013), “Literature is any imaginative and beautiful creation in words whether oral or written, which explores man as he struggles to survive in his existential position and which provides entertainment, information, education and excitement to its audience”. Although the definition of Literature by Onuekwusi succinctly attempts to capture the essence of literature, it is pertinent to point out that not all literature is imaginative. 

As a matter of fact, some literary works are factual, and it is based on this understanding that the prose genre is classified into two, namely fiction and non-fiction. A good example of a popular non-fictional literary work is things Fall Apart by Chinua Achebe. But be that as it may, the basic element in Literature that is indispensable that can be deduced from the definition under reference is the fact that Literature, no matter the type or genre, is written in words. This is to say that language is the basic raw material with which literature is manufactured. It is based on this view that it is usually said that “Literature is language in practice”. That is to say that language theories, concepts and styles are put into function in the creation of literary texts. Therefore, if one must interpret and analysis a literary text, one must be competent in the language of the text and conversely if one must be competent in language, one should be sufficiently exposed to the literature of the language in question. 

As a course of study in school, there are some significant functions Literature performs. Put differently, the whole essence of developing Literature as a course of study in school for the students to derive some benefits. Ayo (2003) describes the benefits as the general utilities of Literature. According to him, “the utilities of Literature could be educational, cultural, moral, recreational and socio-political. Literature helps to develop the learner’s linguistic performance because it arouses their zeal and keeps in them an ever-ready inclination to read. 

Moreover, it helps the learners to develop fluency and the ability to comprehend what is read”. Collie and Slater as cited in Richard (2014) support the inclusion of Literature in the language classroom because it provides valuable authentic material, develops personal involvement and help contribute to readers’ cultural as well as language enrichment. Still on the utilities of Literature, Lazar in Richard (2014) provides five reasons for using literature in ELT to include: 

1) Motivating materials 

2) Encouraging language acquisition 

3) Expanding students’ language awareness 

4) Developing students’ interpretative abilities 

5) Educating the whole person. 

Adding his voice to the utilities of Literature as a school subject, Unoh as cited in Ogunnaike (2002) posits that a good literature can be an important aid to cultural assimilation or acculturation; language development and competence; conflict resolution; emotional development and stability; development of positive and good-oriented attitudes to life; a good liberal education, entertainment, relaxation and the sharing of vicarious experiences of positive value; the development of desired and desirable moral or other attributes; and as a consequence of all these, a stable and mature personality.  

2.4 Class Size Challenges and Its Implication on Teaching and Learning

According to Trow in Leah (2011), post-secondary education has expanded since World War Two in virtually every country in the world. The growth of post-secondary education has, in proportional terms, been more dramatic than that of primary and secondary education. Buttressing the view Leah (2011) speaks of the transition from elite to mass and then to universal higher education in the industrialized nations. Teaching and learning are causally tightly bound activities. This is because teaching, which entails an intimate interaction between teachers and students, leads to learning. In a school system, the level of student performance is to a great extent influenced by the level of interaction between the teacher and students. 

The ideal teaching-learning processes as proposed by Laurillard (2012) are: discussion - between the teacher and the learner, interaction - between the learner and some aspects of the world defined by the teacher, adaptation - of the world by the teacher and action by the learner, reflection - on the learner's performance by both the teacher and the learner. Teaching objectives cannot be maximally realized without being related to learning situation. In a situation where the class population is large, there would be swelling mounds of paperwork such as homework and examination scripts to grade, leading to less physical space per student in already tight classrooms. Over populous classes also mean less time with teacher for each student. These, according to Wilms (2006) are bound to bring difficulty to an already difficult job. 

In a situation where the class-size is large or the class is over populated, students are likely to be one of a crowd, receiving instruction in an audience's mode i.e. listening to teacher address all students equally. Learner's individual difference suffers, therefore, teaching-learning process becomes impaired; also students suffer discipline problems as teachers cannot get to know them all. In small classes, it can be easier for the teacher to spot problems and give feedback, identify specific needs and gear teaching to meet them, set individual targets for students and be flexible and adventurous in the use of different styles of teaching. In a study carried out by Saidu and Macqual (2013) it was reported that the situation in the University of Jos is the same especially in education courses.

There are only five lecturers to teach over 1800 students’ curriculum courses, which are compulsory to Faculty of Education students. This study further revealed that incidences of inadequate infrastructure to accommodate large population of students in the university of Jos, inadequate instructional material and manpower to effectively handle large classes. Cases of missing scripts culminating in missing results, marking difficulties and one-way and non- existence of continuous assessment due to difficulties in marking and grading were the cases.

 However, The National Universities Commission has a guideline for student- teacher ratio but from records over time, there are severe shortfalls in the teacher-students ratio (TSR) at the tertiary level. 

Discipline Ratio as stated by NUC

Administration         1:20

Arts  1:20

Education                              1:24

Engineering and  Technology   1:9

Environmental Design 1:10

Law  1:20

Medicine/Health Sciences  1:6

Pharmacy  1:10 

Sciences 1:10 

Social Sciences  1:20        

Source: Federal Office of Statistics, 2001:303

Verily, schooling at its best reflects a purposeful arrangement of parts and details, organized with deliberate intention for achieving the kind of learning we seek. Literature in English at undergraduate level is aimed at providing students with the intellectual and professional background adequate for their assignment and also to make them adapt to changing situations. These can only be achieved through' effective instructions in an active and nurturing environment. Meanwhile, Pogozzi as sited in Saidu and Macqual (2013)  , the school environment is: a place where children's opinions and needs are included; a place where peace and gender equity are upheld and differences of class, caste and religion are accepted; a place where opportunities for children's participation are extended, both inside the classroom, and in the community; accessible to all, including those with learning disabilities, and those who are pregnant; safe and secure, free from violence and abuse, sale or trafficking; a place where children take responsibility for their learning; a place where healthy lifestyles and life skills are promoted; Above all, a place where children learn.

For the prospective graduate to be effective, he needs to be acquainted with the curriculum, pedagogy and assessment which are normally handled through curriculum courses taught at the undergraduate level. Academic rigor is an essential characteristic of effective curriculum, instruction and assessment. Normally, students learn when they are challenged to use the full length of their talents and intellectual abilities. Therefore all students should have the opportunity to participate in qualitatively different academic environments that build upon their interests, strengths and personal goals. It's on the bases of these that this study on the effects of overpopulation on teaching curriculum courses to Science, Technology and Mathematics (STM) education undergraduate students in the University of Jos is carried out. There is some agreement in the literature that in administering certain tests, class-size matters in some circumstances. Mckeachie, Asghar, and David, in Saidu and Macqual (2013), have presented arguments that class-size is the primary environmental variable colleges and faculties must contend with when developing effective teaching strategies. According to them, motivation and attitude to learning tends to be more affected by large classes. Nowadays, the general impression is that the quality of Nigerian graduates is fast deteriorating. This may be as a result of the quality of the environment, nature of the lectures and so on. 

2.5 Implication of Large Class on the Interaction in Classroom 

Ralph (2002), observed that the larger the group, the greater the difficulty of assessing its integration. His opinion was that when a group is very large. There is bound to bring some lapses in small groups, individual difference can be effectively dealt with, thus high level of attention can be given to individuals within the group, but as the size of the group increases, less opportunity is afforded to each member to express him or herself particularly in discussions and similar interaction. Emeny and Ruse (2007) while supporting the view of Hane, observed that the students is served best when teacher understand his nature and needs and provides experience to meet their needs. But how can the teacher achieve this goal? The universal cry is for smaller classes. Morhmore (2009), supported the majority view that smaller classes are more likely to perform better than the larger classes. He also observed that smaller classes with less than twenty five students had 11 positive impacts upon me students’ progress and development, especially in the early years. That is to say that larger class is method or group method of instruction is commonly used. 

Osborn (2006), in his own view said small group were found to do better than large groups is solving important problems that required the initiative of the instructor which may be effectively carried out on the basis of small group compared with the large groups. Hane (2003), also discovered that smaller classes are more cohesive than larger class, that is in small class, each member is able to articulate his opinion and interact with every other members of the class, compared with large class where interactive is not individualized. Small classes tend to receive adequate attention from the teacher better and more easily. Some school of thought argued that difference in the nature and types of facilities and curricula also account for difference in students’ performance.

 However, it has been observed that even teachers themselves prefer smaller classes to the large ones. .It is therefore possible to argue that the more teacher give adequate attention to an individual students, the more inter class interaction would be increased consequently, the higher will be the academic performance of the students. Large et al (2001), noted that performance of large groups exceed that of small group on abstract problems while small group where found to do better than large group in classes. Entwistte (2006), conducted series of studies about academic performance and revealed that there are correlation class size as it affect students’ academic and concluded upon. 

Furthermore, it was also discovered from experience that large class should not be encouraged in carrying out practical classes. This was due to the fact that when science practical is being carried out; visibility will be reducing, compared with small class where the student will be close to their teachers and chalkboard. According to Doyle (2014), in modern day education, the focus is on the needs, interest and comfort of the students. Thus, managing class size allows students to learn effectively without disturbing one another (Garret, 2008). While a number of studies have found support for the importance of class size on student achievement, others strongly disprove this claim concluding that class size has little or no impact on objective student outcomes. Copious studies have investigated the influence of class size on student attitudes, behaviors, and outcomes. The devastating issue is that limited number of these studies has focused on elementary school effects of class size on student achievement (Altinok and Kingdom, 2012). 

The orthodox wisdom among parents, teachers, school administrators, and policy makers is that, smaller class size translates to improvements in student learning and outcomes. This orthodox wisdom, however, has not been universally supported by realistic evidence (Aturupane et al., 2013). It has been argued that increasing the intake of senior secondary school students in a large class has numerous benefits for the schools and the country as a whole. It helps to reduce the cost of building additional classrooms of which few schools 'as well as the country have the resources to fund additional classrooms and teachers. Also there is usually high energy, fun and excitement in large class size in public senior secondary schools. In addition, students learn to work well in groups since group work is a necessity in large class size (Azigwe et aL, 2006; Owolabi et al, 2012). 

In Nigeria however, the class size is becoming increasingly unmanageable, putting teachers in an impossible position of giving individual student required attention. In Nigeria public schools, the teachers' eye contact with the students in class has become so reduced that some of the poorly motivated students can form number of committees at the back of the class while teaching is going on to engage in non- school discussion. Regular assignments and home works are dreaded by teachers considering the staggering number of books to mark and to record. A research by Bosworth (2014) revealed that, the correlation between class size and student achievement is complex with many disagreeing results. The study concluded that class size has tiny impact on student achievement.

 The findings were inconsistent with the results of Rubin (2012) in that the later indicated that as the class size increases, student achievement declines. Contributing to exiting studies, conclusion from a study by Allen et al. (2013) was that 62 students per teacher was a threshold number and once class size went beyond 62, learning effectively stopped. Thus, as the number of students in a class was more than 62, teachers find it difficult to teach effectively and efficiently leading to students not being able to also learn effectively since low participation of class activities were possible. Despite this finding, Allen et a1. (2013) indicated that large class sizes do have moderate adverse effect on teaching and learning. The finding however contradicts the earlier studies and Inclusions by Bosworth (2014). In a related study, Evans and Popova, (2015) established that there is a negative nonlinear relationship between class size and student evaluations stronger than the relationship to student achievement, and with less concavity. This support finding including an analysis of studies which revealed a similar negative relationship between class size and student evaluation, particularly in regards to instructor interactions with students as demonstrated by Altmok and Kingdon (2012). 

Besides, the literature has argued that pedagogies specifically designed for teaching smaller classes sometimes overlap with pedagogies employed when teaching larger classes but have distinct characteristics that differentiate them from those employed when teaching larger class (Amrupane et al., 2013; Azigwe et al., 2016). Small class pedagogies can include project work where students are individually monitored and provided with continuous feedback on investigative tasks designed to develop higher order thinking skills  (Altinok and Kingdom, 2012; Bosworth, 2014). Additionally, these studies suggested that advantage should be taken of having fewer students in a class to provide learning experience that facilitate increased collaboration and communication among students, provide helpful learning opportunities and foster student metacognitive skills through the development of information discovering and help-seeking behaviours.            

According to Amadahe (2016), one of the most essential parts of the leaching and learning process is assessment and evaluation of students. Large classes call for large volumes of marking to be done and feedback given to students. This is a major challenge, especially in Nigeria public senior s. In the face of large classes, instructors are upset with the secondary school load and resort to traditional teaching and assessment methods. Teachers work are unable to finish marking assignments, exercises and examinations on time, and this delays the feedback given to students. From the social perspective, studies on large class size exist in developing countries but the results are often questionable. Aturupane et al. (2013) reviewed 96 studies that tried to link various educational inputs to student performance in developing countries and found out that nearly a third (31) of the reviewed studies specifically considered the effect of pupil-teachers ratio. Out of the investigation, only eight found reduction in class size to significantly explain improved academic achievement. This study is consistent with Stephens et al. (2014) study on learning competencies in five francophone sub-Saharan African countries (Burkina Faso, Cameroon, Cote d'Ivoire, Mali and Senegal) which demonstrated that an inverse relationship existed between class sizes and learning outcomes. That is, student learning decreased as class sizes increased. This means that the higher the total number of students in a class, the lower the level of concentration which leads to poor performance of the students. Azigwe et al. (2016) revealed that students’ engagement, behaviour, and retention are affected in so many ways by the size of the class.

2.6 Remedies to Large Class Size in Literature in English Class  

In light of rapidly increasing enrolment in many higher institutions of learning across the nation, administrators are under fire concerning the issue of growing class size and the potential diminishing of academic standards. There has however been much need to view the aspect of population as a holistic factor that does not operate in isolation. For three decades, a belief that public education is wasteful and inefficient has played an important role in debates about its reform. Those who have proposed greater spending programs for educational institutions to improve student achievement have been on the defensive. According to Trow as cited in Marlows, et al, (2016) the presumption has been that changes in structure and governance of schools, standards, accountability, and assessment, to name a few are the only way to improve student outcomes. Traditional interventions, like smaller class size and higher teacher salaries, have been presumed ineffective. Surely population reductions are beneficial in specific circumstances for specific groups of students, subject matters, and teachers. Secondly, population reductions invariably involve hiring more teachers yet teacher quality is a more important factor than class size in affecting student outcomes. Third, class size reduction is very expensive, and little or no consideration is given to alternative and more productive uses of those resources. Hence, by the way of adoption, it could be inferred from the above that if literature in English class should be effective, class population have to be reduced and more lecturers are to be hired for better achievement of the course.    

Similarly, in his study, Krueger (2018) states that the effect of class size found in the STAR experiment, however, is not the only factor in play. The possible benefits of smaller classes must be weighed against the costs, as asserted to by Hoxby (2013) to reduce class size in a meaningful way, school districts might need to hire more teachers, add more classes, and purchase more supplies or all of the above. Questions of class size can feature in decisions from teacher contracts to school construction and other factors. 

Furthermore, in an attempt to solve matter regarding class population and learner achievement, Leah (2011) noted that one means of attempting to do so is the development and implementation of institutional ‘teaching and learning strategies’. This practice is common in other countries and is government funded in the last two countries. According to the Higher Education Quality Committee (2001), the idea is also being implemented in a number of South African HEI’s. A teaching and learning strategy is essentially a set of specific goals, priorities and targets set at institutional level within a specified timeframe for the management and improvement of teaching and learning. It includes setting out responsibilities, resources, indicators and review and evaluation mechanisms. It should be aligned to the institutional mission, strategic plans and quality management system.

         In an advanced country, the format for enhancing funded learning and teaching strategies includes the following categories: context (what already exists and what needs changing), process of creation (how ‘buy-in’ by academics was achieved), goals, targets, strategies to address institutional culture, curriculum development, learning-teaching-assessment practice, quality assurance, quality enhancement, infra-structural changes, implementation, monitoring and evaluation.   

However, according to Saidu and Macqual (2013), the conceptualization of institutional change in higher education of learning is usually carried out simplistically and is often based on wrong assumptions about the nature of the organizations and about the process of change. For example, it is often assumed that higher education institutions are culturally homogeneous and well-coordinated organizations. They propose a rational-purposive model of policy implementation which assumes that strong leadership, tough top-down management and the effective use of techniques of control and measurement will effect change. Given the nature of higher education institutions characterized above, this approach to change management is clearly inappropriate.   

Moreover, the school site is an essential part of the planning. It is characteristics depend on many factors which include the types of site proposed for the school, the grade levels to be accommodated and aesthetic value of the community. Toppin (2006), opine that there should be consideration from natural beauty in the site. Natural beauty such as trees, shrubs, flower beds brooks, closeness to mountains, lake etc enhances the image of the school. This is expected by imaginative school administrator to produce good result in school performance. 

Aesthetic, safety from dangers and hazards, constitute an important factor for school environment selection. School should not be located near market or at place like airports, seaport or major highways because of the danger from accidents. School should be situated at far distance from industrial areas such as oil refineries, cigarette factories, soap industry where offensive odour and air pollution can be distracting and debilitating. At times the class can become noisy and uncontrollable for teacher and this could lead to the low concentration of the students.

CHAPTER THREE
METHODOLOGY

This chapter deals with the procedure used in carrying out this study. It includes research design, population, the sample and sampling 

, instrumentation, methods of data collection and the analytical tools employed in the study.

3.1 Research Design.

This study adopted descriptive method of survey. The design attempted to examine large class size and learning of Literature in English in selected tertiary institution in Oyo town. Thus, the researcher will try to gather data on the identified research problem without manipulating any of the variables in the study.

3.2 Population of the Study 

The target populations for the study comprised all students in the two tertiary institutions of learning that is offering English Literature related courses.

3.3 Sample and Sampling Techniques

The study employed simple random sampling technique. Thus, sample for the study consists of 3 (three) tertiary institutions in Oyo town. In each institution 10(ten) lecturers and 30 (thirty) students will be randomly selected as the participant of the study and the prepared questionnaire will be administered.

SN Name of Institutions Students

1. Emmanuel Alayande College of Education. Oyo 60

2. Federal College of Education (Special) Oyo, 60

Total 120

3.4 Research Instruments

The research instrument   used for the study is “questionnaire”. The questionnaire was designed and will be addressed by the target population to obtain the necessary information required in achieving the objectives of the study. The Questionnaire was divided into two sections. Section ‘A’ provided Demographic Information of the respondents and partly explains how the questionnaire is to be filled, while section B focus on research questions and key for the responds are: Strongly Agree=SA, Agree=A, Strongly, Disagree=SD and Disagree=D.

3.5 Validity of the Instruments

The instrument was subjected to both face and content validity to ensure that they measured what they were expected to measure. Face validity entails looking at questionnaire and deciding if it really measures what it expected to measure. Content validity on the other hand, it has to do with the use of recognized subject matter experts to evaluate whether questionnaire assess defined content.

3.6 Reliability of the Instrument

Pilot test of the instrument was carried out to observe how the respondents react to both questionnaires; whether the items are clear enough and easily understood, whether there is the need to include more items in certain areas, or whether there are some items to which they would not like to respond, etc. This will help determine the internal consistency and reliability of the questionnaires. A total of 5 students will be randomly selected as a sample outside the area of study, copies of the instrument was administered as a small, the results will be analysed to determining the validity of the instrument.

3.7 Method of Data Collection

Permission was sought from the school authorities and the participants were enlightened on how to attend to the Questionnaire, the participants thereafter were asked to complete the questionnaire. Ethical issues of assurances were given on the basis of confidentiality and discretion of the study. The participants were informed of the purpose of the study and its seriousness and they will be encouraged to be truthful in their responses. The researcher administered the questionnaire with the assistance of one research assistant that assisted in the distribution and collection of the questionnaires.     

3.8 Methods of Data Analysis

Data collected was analysed with the use of percentages for each of the items will be calculated and analysed based on respondents responses to each item.

CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1 DEMOGRAPHICAL DATA

Table 4.1: Gender distribution of respondents

Gender Frequency Percentage 

Male 56 46.70

Female 64 53.30

Total 120 100.00

From table 4.1, it could be inferred that majorities of the participants were females with the percentages 53.3%.  

Table 4.2: Distribution of Respondents based on Level in Academic

Academic level Frequency Percentage

100 22 18.30

200 50 41.70

300 25 20.80

400 23 19.20

Total 120 100.00

From table 4.2, it could be inferred that majorities of the participants were 200l with the percentage 41.7%, followed by 300l with the percentage 20.8%, then, 400l and 100l with the percentages 19.2% and 18.3 respectively.  

4.2 Analysis of Research Questions

RQ 1: To what extent does class size affect the quality of teaching and students’ learning achievement in Emmanuel Alayande College of Education, Oyo and Federal College of Education (Special) Oyo? 

Table 4.4: Extent to which large class size affect the quality of learning of Literature in English

S/N Items SA (%) A (%)

D (%) SD (%)

1 Affects the quality of learning 80

(66.67) 20

(16.67) 10

(8.33) 10

(8.33)

2 Does not afford time for asking question 82

(68.33) 24

(20) 7

(5.83) 7

(5.83)

3 Shy students are unable to ask questions 90

(70) 30

(25) 0

(0) 0

(0)

4 Opportunity for students to exhibit unruly behaviour due to inability of lecturer to control students 88

(73.33) 12

(10) 8

(6.67) 12

(10)

5 it leads to poor understanding of learning 77

(64.7) 23

(19.17) 13

(10.83) 7

(5.83)

From Table 4.4 above, it could be inferred from the calculated percentages that majority of the respondents strongly agreed and agreed respectively to the items on the extent to which large class size affect the quality of learning literature in English. It is evidently proved that the degree by of large class size effect in the process of learning literature in English is high. In other words, large class size has negative effect on learning of literature in English.

RQ 2: What are the challenges students face in large class size on learning of Literature in English in Emmanuel Alayande College of Education, and Federal College of Education (Special) Oyo?

Table 4.3: challenges students face in large class size in learning of Literature in English

S/N Items SA (%) A (%) D (%) SD (%)

1 Inability to concentrate in large classes 75

(62.5) 18

(15) 10

(8.33) 17

(14.17)

2 Students not getting feedback on their assignments and quizzes as lecturers are unable to mark the papers in time 68

(56.66) 27

(22.5) 15

(12.5) 10

(8.34)

3 Inadequate seating and writing places in the lecture halls 90

(74) 11

(9.17) 8

(6.67) 11

(9.17)

4 Inadequate time for questioning 88

(73.33) 16

(13.33) 8

(6.67) 8

(6.67)

5 Difficulty in hearing the lecturer and vice-versa 6

(5) 13

(10.83) 19

(15.83) 82

(68.33)

From Table 4.3 , it could be inferred from the calculated percentages that majority of the respondents strongly agreed and agreed respectively to the items on large class size challenges in learning of literature in English. it is evidently proved that students are facing challenges in large classes in the process of learning literature in English. 

RQ 3: How can the problem of class size be managed in learning of Literature in English in Emmanuel Alayande College of Education, and Federal College of Education (Special) Oyo?  

Table 4.5: Research question three was on how the class size can be managed in teaching learning of Literature in English

S/N Items SA (%) A (%) D (%) SD (%)

1 Management of the institutions should carefully allocate lecture rooms and resources like wireless public address systems and projectors to facilitate effective teaching and learning of Literature in English. 98

(81.67) 10

(8.34) 5

(4.17) 7

(5.83)

2 The population of students admitted into the department should be on the basis of available space and facilities 26

(21.67) 10

(8.34) 14

(11.67) 70

(58.34)

3 Government should take in to consideration of the special needs of the programme by funding or increasing the allocation giving to the institution. 100

(83.34) 6

(5) 8

(6.66) 6

(5)

4 More Lecturers should be appointed and the existing one should be given refresher courses on managing large classes from time to time 76

(63.33) 17

(14.17) 5

(4.17) 22

(18.33)

5 Placing of emphasis on internet and radio lecture 89

(74.17) 13

(10.83) 7

(5.83) 11

(9.17)

From Table 4.5, it could be inferred from the calculated percentages that majority of the respondents strongly agreed and agreed respectively to the items on how large class size can be managed in teaching-learning of literature in English. It is evidently proved that the itemized solutions can be useful in managing large class size in teaching-learning of Literature in English.

4.3 Discussion of Findings

Research question one was on the extent to which large class size affect the quality of learning of Literature in English. The result of the findings revealed that large class size has great negative effect on students in learning Literature in English. It was revealed that large class size has affected students learning quality; they were unable to ask questions; due to overcrowding, lecturers were unable to control the students, consequently, unruly behaviour were exhibited by some students. Apparently, these had led to poor understanding in learning Literature in English. The outcome of the result correlates with the submission of Ralph (2002), who observed that the larger the group, the greater the difficulty of assessing its integration.

Research question two was on challenges students face in large class size in learning of Literature in English. The result of the findings revealed that students are facing challenges students face in large class size in learning of Literature in English; challenges like: inability to concentrate in large classes; not able to get feedback on their assignments as lecturers are unable to mark the papers in time; inadequate seating and writing places in the lecture; and difficulty in hearing the lecturers. The result of this study correlates with the finding of Saidu and Macqual (2013) that report the challenges facing students in University of Jos. There were only five lecturers to teach over 1800 students’ curriculum courses, which was compulsory to Faculty of Education students. The study revealed that incidences of inadequate infrastructure to accommodate large population of students in the university of Jos, inadequate instructional material and manpower to effectively handle large classes. Cases of missing scripts culminating in missing results, marking difficulties and one-way and non- existence of continuous assessment due to difficulties in marking and grading were the cases.

Research question three was on how the large class size can be managed in teaching-learning of Literature in English. The result of the findings revealed that large class size can be managed with measures like: management of the institutions should carefully allocate lecture rooms and resources like wireless public address systems and projectors to facilitate effective teaching and learning of Literature in English; population of students admitted into the department should be on the basis of available space and facilities; consideration of the special needs of the programme by funding or increasing the allocation giving to the institution by government; more Lecturers should be appointed and the existing one should be given refresher courses on managing large classes from time to time; and emphasis should be placed on internet and radio lecture. The outcome of this study buttresses the assertion of Hoxby (2013) to reduce class size in a meaningful way; school districts might need to hire more teachers, add more classes, and purchase more supplies or all of the above. Questions of class size can feature in decisions from teacher contracts to school construction and other factors. 

CHAPTER FIVE

 SUMMARY, CONCLUSION AND RECOMMENDATIONS

  This chapter presents the summary of the major findings, implications and solutions to the problem; it also puts forth the conclusion made based on the finding. It is the hope of this study that useful recommendations made in the study will be implemented by the concerned personalities on class size and learning of Literature in English in selected tertiary institution in Oyo town.

5.1 Summary of the Study

The study focused on class size and learning of Literature in English in selected tertiary institution in Oyo town. In this study all the necessary literatures have been reviewed, the conceptual and empirical studies respectively. 

The study was structured into five chapters. Chapter one gave the background to the study, statement of the problem, research questions significance of the study, scope of the study, and definition of terms were given within the chapter. Chapter two consisted of the review of the related literatures to the study. Chapter three gave the methodology used in study. The result and discussion of the findings from the analyzed data were presented in chapter four; this chapter is also made up of the description of the findings, the opinion of the respondents on the examined content. 

In all, three research questions were raised and analysed. From the results, it was revealed that students were facing challenges in large class size in learning of Literature in English; challenges like: inability to concentrate in large classes; not able to get feedback on their assignments as lecturers are unable to mark the papers in time; inadequate seating and writing places in the lecture; and difficulty in hearing the lecturers. Consequently, the challenges has affected students learning negatively in Literature in English; it has affected students learning quality; they were unable to ask questions; due to overcrowding, lecturers were unable to control the students, consequently, unruly behaviour were exhibited by some students. Apparently, these had led to poor understanding in learning Literature in English. 

Finally, the result of the findings showed the students can cope peradventure some measures are adopted, such as: management of the institutions should carefully allocate lecture rooms and resources like wireless public address systems and projectors to facilitate effective teaching and learning of Literature in English; population of students admitted into the department should be on the basis of available space and facilities etc.

5.2 Conclusion

Teaching and learning There is common wise thought that says “a discovered problem is half solved, since the findings of this study have revealed the problem and the postulated remedies have been confirmed relevance by the participants who were the major concerned of the study. Therefore, the remedial approaches covered in this study are to be given special attentions the government, stakeholders in education, as well as the schools managers.

5.3 Recommendations

Based on the result of the research finding, this study would like to give some recommendations that: 

 The population of students admitted into the Department of Literature in English should be on the basis of available space and facilities and management of the institutions should carefully allocate financial resources to department of literature in English for effective implementation their programme.

 More lecture halls should be provided to enable the students to seat comfortably in a very conducive environment.  

 Management of the institutions should carefully allocate resources for literature in English.

 Government should take into consideration the needs of the programme by funding or increasing the allocation giving to the institution. 

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