CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter basically reviewed previous literature, outlined and explained some key concepts used in this studyand also examines the contributions of some experts and scholars. The literature reviewed for this study was discussed under the sub-headings below:
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1. Concept of overpopulation on implementation of School curriculum.
2. Correlation between Class size and effective learning.
3. Impacts of overcrowded classroom of students on academic performance of students in Nigerian schools.
4. Impacts of school population on Teachers’ and school Resources.
5. Empirical studies on overcrowded classroom and implementation of school curriculum.
6. Appraisal of literature.
2.2 Concept of overpopulation on the implementation of school curriculum
Class-size is an educational tool that can be used to describe the average number of pupils per class in a school. It is described as the number of pupils per teacher in a class (Jonah, 2009). It is a tool that can be used to measure the performance of the education system. In relation to size, Dror (2005) reported that the rational utilization of classroom space depends upon class-size. This in turn would depend upon the area of the classroom. He argued that there are approved norms of class-size, 40 pupils per class for grades 1 to 8 and 35 pupils per class for the senior classes; while the standard allocation of class space is 1:25 square meters.
In Nigeria, however, Ajayi (2000) reported that the class-size in primary schools ranges between 35 or 40 pupils. Class factors are very important in the teaching-learning activities, particularly when curriculum implementation is being considered. Class size is an important factor in relation to academic performance of pupils. There is a consensus among various researchers and educationists that, the lower the class size or teacher-pupil ratio, since pupils’ achievement decreases as class size increases. Many studies have pointed out the significance of teacher pupil ratio to cognitive learning in the school (Fabunmi, 2000).
Federal Government of Nigeria (2009) in the National Policy on Education recommended that the teacher-pupil ratio should be 1:40 at the secondary school level, while that of primary school should be 1:35. In emphasizing the importance of class size to the learning/teaching process. The relationship between class size and academic performance is a major controversy. The lower teacher-pupil ratio allows for more effective communication between the learner and the teacher. The effect of class size on cognitive achievement has been debated and researched for many years and has been inconclusive.
Fabunmi (2000) opined that even with these methodological problems, research has generally demonstrated the influence of class or teacher – pupils’ ratio on student’s performance in a variety of educational setting. In the view of this fact, it could be said that teacher-pupil ratio is one of the important factors determining good academic performance of students.
A study by Angela, Jeffrey & Smith (2011) reported that there is positive relationship between certain variables such as class size, teacher – pupil ratio, students factors and performance in examination. They were discovered to be factors that have strong and direct influence on academic performance of schools. Schools with larger class size and high teacher-pupil ratio recorded poor performance while better academic performance is associated with schools with small size and lower teacher-pupil ratio. A study Johnson (2000) confirm that there was no relationship between the size of the class and the results. Sullivan (2009) in one of his major findings revealed that the class sizes were found to be negatively related to school academic performance.
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