STUDENTS AND TEACHERS PERCEPTION OF THE CAUSES OF POOR ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

ABSTRACT
The study was designed to investigate students' and teachers' perception of the causes of poor academic performance in secondary schools in Warri Urban of Delta State. To direct the study, six research questions were stated. The population of the study comprised all senior secondary school students and teachers in government owned secondary schools in Warri Urban of Delta State. The study adopted the descriptive survey research design and the sample size was three hundred respondents randomly sampled for the study. Data for the study were collected using researcher's developed questionnaire. In analyzing the data collected, the researcher used frequency count and chi-square statistical analysis in order to answer the research questions raised. The data analyzed showed that teachers perceive that teachers' qualification does not affect poor academic performance among secondary school students, students' perceive teachers' qualification as having impact on their academic performance, teachers perceive that their method of teaching and learning materials influence students' academic performance, students perceive that teachers' method of teaching and learning materials do not influence students' academic performance. Finally, it was revealed that teachers do not perceive students environment as influencing their academic performance and students perceive that environment affect their academic performance. Based on these findings some recommendations were made at the end of the study.

Effect of Class Size to the Teaching and Learning of Mathematics

CHAPTER ONE

INTRODUCTION

1.1.    Background of the Study

There is still little consensus on whether and how teaching is affected by small and large classes especially in the case of students in the later primary years.

Individual attention in smaller classes, were a more active role for students, and beneficial effects on the quality of teaching. It is suggested that teachers in both large and small classes need to develop strategies for more individual attention but also recognize the benefits of other forms of learning for example, the group work.

We need, therefore, accounts of ways in which classroom processes are altered as a result of class size differences, and in this paper, we examine the connections between class size and teaching. Logically, it seems likely that the number of children in a class well increase the amount of time that teachers spend in procedural matters and, conversely, decrease the amount of time that can be spent on instruction and dealing with individual children.

Availability of Competent Personnel to Teach Mathematics

John (2002) stated that competent teachers of Mathematics understands the dynamics of working collaboratively with others, understands learning styles and learning strategies.

The competent teacher of Mathematics communicates verbally and in written, visual and symbolic forms using appropriate technology and also creates effecative learning environments where students in Mathematics class will be able to work collaboratively in one-to-one, small group, and large to affect class-size in the teaching and learning of Mathematics. The competent teacher teaches also to analyze the thinking and learning strategies of all students and to extend Mathematical knowledge, to develops and utilizes a variety of problem solving techniques. He uses many strategies for problem solving to effect the class size in the teaching and learning of Mathematics. Class size reduction alone does not necessarily bring change but the availability of competent teachers and teachers experience do.

Williams (2004) in his article said that the effect of class size to the teaching and learning of Mathematics should be improved and this can be done by seminars on modern ways of teaching Mathematics.

Dave (2000) outlined the problems of teaching modern Mathematics as follows: -

Effect of Class Size to the Teaching and Learning of Mathematics

 ABSTRACT
This research work is based on the Effect of Class Size to the Teaching and Learning of Mathematics in Uvwie Local Government Area of Delta State. To this, two research questions were made. A total of 4 (four) out of 9 (nine) secondary schools were selected by randomization from which 300 (three hundred) students were respectively drawn. Consequently, an achievement test was designed to serve as the pre and post test. The scores of the students were used as data collection. The data collected were analyzed using mean, standard deviation and t – test. The result revealed that there is a significant difference between mean achievement scores of the control and experimental group in the pre and post Mathematics achievement test. Many other intervening factors were suspected to the poor performance and suggestions were made for further research into the effect of such factor. A number of recommendations were also made.

Effect of Class Size to the Teaching and Learning of Mathematics

ABSTRACT

This research work is based on the Effect of Class Size to the Teaching and Learning of Mathematics in Uvwie Local Government Area of Delta State. To this, two research questions were made. A total of 4 (four) out of 9 (nine) secondary schools were selected by randomization from which 300 (three hundred) students were respectively drawn. Consequently, an achievement test was designed to serve as the pre and post test. The scores of the students were used as data collection. The data collected were analyzed using mean, standard deviation and t – test. The result revealed that there is a significant difference between mean achievement scores of the control and experimental group in the pre and post Mathematics achievement test. Many other intervening factors were suspected to the poor performance and suggestions were made for further research into the effect of such factor. A number of recommendations were also made.

Classroom Management in the Teaching and Learning of Mathematics

Ademola and Waheed (2006), described classroom organization as the orderliness in the way and manner the items found in the classroom are arranged by the classroom teacher. They also sates that classroom management implies the mobilization and organization of resources to achieve the expected objective of the school system. It involves the expected objective of the school system. It involves the utilization of material resources and security. The cooperation of people for performing the function of planning, organizing, directing and co-ordinating at classroom level by teachers. Teachers are classroom managers. They are expected to perform the managerial functions in the classroom to affect class size just like managers in other organizations.
Ozochi, (2008) outlined that class size effects both the teachers and students in many ways: