CLASSROOM VARIABLES AND SECONDARY SCHOOL STUDENTS ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES IN INI LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

1.1      Background to the Study

The notion of classroom variables draws explicit attention to the emotional tones and atmosphere of the lesson, and is made up of teachers’ and students’ perceptions.

Teacher – student interaction during a lesson involves a consistent flow of information concerning their perceptions expectations, attitudes and feelings about each other and the learning activities at hand. (Gammage 2002; Rogers, 2002, Burns, 2002). Classroom variables consists of so many sub-variables that affect students achievement in schools.

Some of such variables is physical appearance or layout of the classroom, teaching methods and instructional materials utilization which the researcher considered in this study as the important contributors to poor or better level of students performance.

According to Strivens (2005), an effective classroom is attributable to its physical appearance or layout because it produces a task-oriented atmosphere and at the same time, it encourages social and emotional needs of the students.

The concept of variables as its applies to school or classroom has been viewed from many perspectives, and defined in a number of ways by different writers.

Hodgetts and Alman (2009) define classroom variables as “a set of work environment perceived by individuals who work there and which serve as a major force in influencing their job behavior” According to them, when an organization is examined, it is akin to studying an iceberg. Everything we see is important but there is a great deal under the surface, not readily visible which also merits close attention (Hodgetts and Alman, 2009).

Forehead and Gilmar (2014) in their opinion refer to classroom variables as the set of characteristics that describes and influences the behavior of people in the school. Classroom variables are seen by Chamberline (2011) as substle spirit that exists in a school, both in the minds of the teacher and students and in every acts, which may never be exactly described or analyzed, but which an experience observer recognizes when he/she enters a class.

To complement the previous studies on the issue the present study would determine the influence of classroom variables in terms of teachers characteristics, class size and instructional materials utilization on academic achievement of students in Business studies in secondary school in Ini Local Government area of Akwa Ibom state.

1.2      Statement of The Problems

The menace of academic failure among the young school leavers has stared the government, parents and stakeholders in the face. There is consensus of opinion about the fallen standard of education as a big problem that is hindering the posterity of the Nigerian nation in terms of quality man power resources. The decline in the academic performance of students in Nigerian secondary schools had been observed by Soyika (2009) when he observed that secondary school system in Nigeria needed restructuring. Several factors have generally been identified as predictor of poor academic achievement. Aggeman (2013) reported that a teacher who does not have both the academic and professional teaching qualification would undoubtedly have a negative influence on the teaching and learning of his/her subject.

Apart from qualification, other school variables still exist which can either positively or negatively predict students achievement. However, the research particularly in Nigerian content is being silence about them. It is against this background that this study critically examined classroom variables in terms of teachers characteristics, class size and instructional material utilization as predictors of students academic achievement in Business studies in secondary schools in Ini Local Government Area of Akwa Ibom State.

1.3      Purpose of the Study

The major purpose of this study was to determine the influence of classroom variables on secondary school students academic achievement in Business studies in Ini Local Government Area of Akwa Ibom State.

The study specifically seeks to;

(1)        Determine the influence of teachers characteristics on academic achievement of students in Business studies.

(2)        Determine the influence of class size on academic achievement of student in Business Studies students

(3)        Determine the influence of instructional materials utilization on academic achievement of students in Business studies

1.4        Significance of the study

It is the researcher’s view that the result from this finding would:

(1)        Assist government and school administrators on the need for adequate provision of enough classrooms in the school and quality teachers to teach Business studies

(2)        Help school management on the need for adequate provision of quality instructional materials for teaching/learning activities.

(3)        Enlighten school management on the need to maintain small class size for effective classroom management and teaching/learning effectiveness

(4)        Provide relevant information for future studies on the related issues.

1.5      Research Hypotheses

The following hypotheses were formulated to guide this study thus;

(i)                  There is no significant influence of teachers characteristics on academic achievement in Business studies.

(ii)                 There is no significant influence of class size on academic achievement of students in business studies

(iii)                There is no significant influence of instructional material utilization on academic achievement of students in Business studies.

1.6      Delimitation of the Study

The study was delimited to schools in Ini Local Government Area of Akwa Ibom State. Also, only eight selected secondary schools were sample and limited to junior secondary schools.

The focus was limited to classroom variables and secondary school students’ academic achievement in Business studies in junior secondary schools.

1.7      Definition of Terms

The following term were operationally defined. Thus;

Classroom Variable:        These include all the component of the classroom, these include; teachers, students, teaching method, instructional materials, number of students per class and the overall atmosphere of the class.

Academic Achievement:  this refers to the outcome of students efforts in Business studies test or examination.

Secondary School:   This describes the second stage in the Nigerian educational system.

Teacher Characteristics: This refers to the teachers’ academic qualification or teachers’ level of academic attainment.

Class Size: This refers to the numbers of students per teacher per class.

Instructional Material Utilization: This refers to the use of instructional material in the teaching learning process