THE IMPACT OF CLASS SIZE ON THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE AT PRIMARY AND SENIOR SECONDARY SCHOOLS IN FAGGE LOCAL GOVERNMENT, KANO STATE

Abstract

Some researchers, educationist and languages scholars’ assume that there is low-level achievement in the English language teaching and learning among Nigerian secondary school students. Some of the factors that this situation is classroom characteristic of which large class size is fundamental. The aim of this study is to investigate the influence of class size on learning English language at primary and secondary school levels in Fagge local government area of Kano State. To achieve this, Richards (1949) four-group experimental design was used. 269 respondents were divided into four groups and taught English for thirteen weeks. 239 respondents wrote the post-test. Data from the post-test were analyzed using chi square and ANOVA. Results show that linguistically no improvement in the achievement of learners in large classes compared to those classes with small number of learners. Likewise, classes with less number of students give ease to teacher assessment and learners contribute actively in classroom discourse than classes with high number of students. In sum, large classes have adverse effects on learning English in Fagge local government. The proficiency, competence and standard of English are fallen given that each learner has individual peculiarity within each class. Part of the recommendations is that approaches that show preference on individualization, grouping, and use of language teaching supports and theorization of innovative models in respect of class size be considered.