TITLE PAGE

THE EFFECT OF OVER-CROWDED CLASSROOM ON

TEACHING AND LEARNING IN SECONDARY SCHOOL
(A CASE STUDY OF ZANNAN GWANDU JUNIOR
SECONDARY SCHOOL, GESSE 1)

BY

FARIDA MOHAMMAD BELLO BUE/EP/17/0339

HADIZA AHMAD HANNA BUE/EP/17/0341
UMAR FARUK ABUBAKAR BUE/EP/17/0340

A PROJECT SUBMITTED TO THE DEPARTMENT OF BUSINESS

EDUCATION,
SCHOOL OF VOCATIONAL AND TECHNICAL EDUCATION,
COLEGE OF SCIENCE AND TECHNOLOGY.
WAZIRI UMARU FEDERAL POLYTECHNIC,
BIRNIN KEBBI, KEBBI STATE
N.C.E BUSINESS EDUCATION

IN PARTIAL FULFILLMENT OF THE REQUIRMENT FOR THE

AWARD OF NIGERIAN CERTIFICATE IN EDUCATION
(N.C.E BUSINESS EDUCATON)

MARCH, 2021

1
 DECLARATION

Thereby declare that this project entitled “the effects of over-crowded in

classrooms on teaching and learning”. A case study of Zannan Gwandu
Junior Secondary School, Gesse 1, Birnin Kebbi is a product of our
study. All sources of information which have helped in this work are
specifically acknowledged through reference in the work.

2
 APPROVAL PAGE

This is to certify that this research work titled “the effects of over-
crowded in classrooms on teaching and learning”. A case study of
Zannan Gwandu Junior Secondary School, Gesse 1, Birnin Kebbi” meet
one of the requirements for the award of Nigeria Certificate in Education
(N.C.E) in Business Education, Waziri Umaru Federal Polytechnic,
Birnin Kebbi, and is hereby approved for its contribution to knowledge
and literary presentation.

______________________ __________________
Mal. Ibrahim Abubakar Date
Project Coordinator

______________________ __________________
Mal. Yahaya Abdulkadir Date
Project Coordinator

_____________________ __________________
Dr. Yusuf Emmanuel Date
HOD/DEAN SSVTE

3
 DEDICATION

This project is dedicated to Almighty Allah who spare my life to

see the successful completion of my studies, and also to my late parent

Mohammadu Bello and Hawau may their soul rest in perfect peace and

Allah (SWT) Grant them Aljannah Firdausi Amin.

4
 ACKNOWLEDGEMENT
All praise to Allah for his grace wisdom and who spare my life
from birth to the day.
I wish to acknowledge and express my grateful appreciation to my
project supervisor in person of Mallam Ibrahim Abubakar for his
handwork, impact, assistance for making this research work to be reality.
My appreciation also to my HOD/Dean SSVTE Dr. Yusuf
Emmanuel and all the lecturers of my department, May Allah reward
them amen.
An appreciation of special kind goes to my Husband Ibrahim Jika
Musa may Almighty Allah up-lift him to the highest level in his life and
reward him with Aljannah Firdausi amen. Also a thankful greetings to
my parents Rukayya Mohammad and Ismail Bunza may Allah protect
and reward them amen.
A special appreciation to my daughters Sa’adatu and Zainab a
small children they understand and resisitance my absent along. I was at
school for the period of these years may Allah bless protect and guide
them throughout their lives.
A thankful appreciation to my family members such as Zayyanu
Tukur, Aisha Umar and Fatima Abdullahi illo. I will also acknowledge
some of my friends and colleague such as Farisa Aminu, Saratu Adamu
Shiko, Rukayya Moh’d Bako, Zainab Moh’d Bunza, Hadiza Bala,
Hauwau Bala and Hadiza Bandiya for their special advices during the
period of my studies.

5
 DEDICATION

This research work is dedicated to Allah (SWT) for sparing my life to

see the completion of this program also I dedicated this project to my
parents Alh. Ahmad Haruna Rasheed and Hajia Aishatu Ahmad May
Allah guide and protect them and reward them with Aljannah Firdausi
here after amen.

6
 ACKNOWLEDGEMENT

All praise to Almighty Allah for his grace, wisdom and give me life
from my birth to this day.

I wish to acknowledge and express my appreciation to my project

supervisor Mal. Ibrhaim Abubakar my HOD/Dean SSVTE Dr. Yusuf
Emmanuel and all lecturer’s in my department may Allah guide and
protect them amen.

A thankful gratitude to Gwaggo Zuwaira Haruna Rasheed for her effort

to see that a get admission into Waziri Umaru Federal Polytechnic
B/Kebbi may Allah (SWT) up-lift her to the highest level in her life.

Also, special thanks goes to the members of my family such as Amenu

Ahmad, Atiku Ahmad, Rabiatu Ahmad, Umar Ahmad, Asmau Ahmad,
Alh. Ismail Haruna, Alh. Ibrahim Haruna.

Special gratitude goes to gwaggo Hadiza Mainna Haruna For her moral
advice and assistance finally from my birth to this day, may Allah
reward her with Aljannah Firdausi Amen.

Also, I will not forget with the contributions of my friends like Fatima
Bello, Fatima Abdulrazaq, Sa’adatu Abubakar Bunza, Asmau Kaoje,
Rukayya Kane, Maryam S/Gobir, Aunty Farida & Usman Ahmad.

7
 DEDICATION

We dedicated this researcher to Almighty Allah who spare our lives to

this day. Also to our parents Alh. Zayyanu Sanka, Mal. Mohd Bello and
Alh. Ahmad Hanna Rasheed.

8
 ACKNOWLEDGEMENT
Let us use this opportunity to express our sincere gratitude to all those
who contributed directly to the successful completion of this work.
Firstly, we extend our profound gratitude to the Almighty God who is
the author and founder of knowledge, the uncreated creator of all things
for His grace and mercy towards us and its divine provisions all through
our academics.

We wish to express our appreciation, indebted to our project supervisor

in person of Mal. Ibrahim Abubakar for his moral support and
suggestions which made this work a reality, and also may the Almighty
God bless him abundantly and his family.
We acknowledge with delight the valuable and indispensable
contribution of our parent’s love, care and concern that there showed to
us and for giving us every opportunity to be educated.

My regard and deep appreciation goes to our HOD/Dean SSVTE Dr.

Yusuf Emmanuel and the entire lecturer’s in our department whose
names we are unable to mention for their, understanding, support,
encouragement and prayers during the course of our study.

Finally our warmest appreciation and immeasurable gratitude goes to

our lovely brothers, sisters and our entire family members Alh. Zayyanu
Sanca, Gwaggo Hajia mainna haruna rasheed, Hajia Gwaggo Zuwaira
Haruna Rasheed, Usman Bunza, and to all our friends, course mate who
were always been attentive to our needs from the time we embarked in
this journey to the end of it. May Almighty God continue to guide and
compensate you for what you have done Amen.

9
 TABLE OF CONTENTS

Title Page - - - - - - - - - - i

Declaration - - - - - - - - - - ii

Approval Page - - - - - - - - - iii

Dedication - - - - - - - - - - iv

Acknowledgement - - - - - - - - v

Table of Content - - - - - - - - - vi-viii

CHAPTER ONE:

1.0 Introduction - - - - - - - - - 1-2

1.1 Statement of the Research Problem - - - - - - 3-4

1.2 Objectives of the Study - - - - - - - 4

1.3 Research Questions - - - - - - - 5

1.4 Significance of the Study - - - - - - 6

1.5 Scope of the Study - - - - - - - 7

1.6 Basic Assumptions - - - - - - - 7

1.7 Definition and Meaning of Learning - - - - - 8-10

1.8 Definition and Meaning of Teaching - - - - - 10-11

1.9 Definition and Meaning of Overcrowded - - - - 12

10
 CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction - - - - - - - - 13-15

2.1 Learning Environment - - - - - - - 15-16

2.2 Activities Associated With Learning - - - - - 17-19

2.3 Other Factors Affecting Learning - - - - - 20-23

2.4 Some Functions of a Teacher - - - - - - 23-28

2.5 Some Factors Responsible For Increase in Human Population - 28

2.6 Some Problems of Classroom Overcrowding Chapter - - 29-31

THREE: RESEARCH METHODOLOGY

3.0 Introduction - - - - - - - - 32

3.1 Research Design - - - - - - - - 32

3.2 Population of the Study - - - - - - - 33-34

3.3 Study Samples and Sampling Procedures - - - - 35

3.4 Instruments for the Study - - - - - - 36-37

3.5 Validity and Reliability of the Instrument - - - - 38

3.6 Interviews - - - - - - - - - 38

3.7 Students Promotion Examination Record For The Year - - - 38

3.8 Data Analysis Plan - - - - - - - 39

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 CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA

4.1 Introduction - - - - - - - - 40

4.2 Presentation and Analysis of Data - - - - - 40

4.3 Teachers Questionnaires - - - - - - - 41-50

4.4 Students Questionnaires - - - - - - - 51-55

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATION

5.1 Introduction - - - - - - - - - 56

5.2 Summary of the Findings - - - - - - 56

5.3 Conclusions - - - - - - - - 57

5.4 Recommendations - - - - - - - - 58-59

References - - - - - - - - - 60-62

Appendix One - - - - - - - - 63-65

Appendix Two - - - - - - - - 66-69

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 CHAPTER ONE

1.0 INTRODUCTION

Teaching and learning are very important processes for the

transmission of educational ideals and ultimately the development of

individuals and the nation at large. Successive governments in Nigeria

have committed huge amount of resources to the educational sector in

order to promote teaching and learning situation in schools

consequently, teachers have been pre occupied with teaching activities.

While the students have engaged themselves in learning processed

in various educational institutions in the country, teaching and learning

are closely but separate activities which go un-simultaneously in the

classroom under favorable conditions.

Teaching as a concept implies the act of transmitting knowledge,

skills, values, attitudes and habits to individuals resulting into a

permanent changed in human behavior. Learning on the other hand,

refers to the acquisition of knowledge, skills, values, attitudes and habits

by which individuals leading to a change in behavior.

13
 Learning occurs as a result of the interaction between the learner

and the external conditions in the environment to which he can react.

Educationists, psychologists, the government and other stake holders in

education have often raised a great interest for effective teaching and

learning in school.

Although social economic and psychological factors have in many

instances been identified as some of the obstacles to achieving an

effective teaching and learning situation in schools, which eventually

has led to the falling standard of education in educational institutions in

the country.

Classroom over crowded alone poses a great threat to the

acquisitions of qualitative education by students. This problem has

previously hampered the achievement of the goals of education in

satisfactory manner. The term overcrowded is considered as a situation

where the available education facilities or resources cannot cater

adequately for the learning population of people in schools.

This problem forms a central theme of discussions in the study work

14
1.1 STATEMENT OF THE PROBLEM

Since the creation of Kebbi state in 1991, with Birnin Kebbi as the

state capital, there has been an influx of people in an unprecedented

magnitude into Birnin Kebbi who are working as civil servants or

businessmen. Consequently, the schools in Birnin Kebbi have witnessed

a tremendous increase in the enrollment of students in school with little

or no expansion in number of schools and classrooms. This situation has

led to arbitrary admission of students in schools by the school authorities

to enable them have access to education as a fundamental right of all

citizens. This trend further gave rise to classroom overcrowded of

students in schools within Birnin Kebbi metropolis.

The success of any educational system to a large extent depends on

adequate planning, administration and implementation of programmes.

The government owes it responsibilities to provide good functional

educational policies as well as planning, so as to provide adequate

facilities and conducive environment for achieving educational

objectives and goals in the country.

15
 The problem of classroom overcrowded does not only affect the

students’ academic performance but it goes beyond to affect the country

as a whole, with its attendant devastating problem.

Accurate census data for enrolment projections is an issue of great

importance which the government needs to address seriously. Poor

planning will culminate into waste of resources, efforts and poor

standard of education in the country.

1.2 OBJECTIVE OF THE STUDY

The main objective of the study is:-

1. To determine the magnitude of classroom over crowded in schools.

2. To determine some major areas in teaching and learning affected

by classroom over population.

3. To suggest suitable solution for arresting problem of classroom

over population.

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1.3 RESEARCH QUESTIONS

This research seeks to find answers to the following questions:

a. What is the magnitude of classroom over crowded in schools?

b. What is the level of academic performance of students in the

schools?

c. Are there enough qualified teachers in the classes?

d. Does classroom population in the school make it more difficult to

control in their classes?

e. Does the classroom population of students cause disruption of

lessons delivered by teachers?

f. Does it also prevent the students from understanding lessons

better?

g. What is the impact of student population on selection of teaching

methods, provision of seats, textbook and instructional materials?

h. How does it also influence student’s concentration, hearing and

visibility of writing made by teachers on the chalkboard?

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1.4 SIGNIFICANCE OF THE STUDY

The effect of classroom overcrowded has continued to gain the

attention and concern of the general public both the state and federal

government have invested heavily on the education and lives of citizens

in the country. However, qualitative education is still far from being

achieved, as the performance of students in the primary, secondary and

tertiary educational institution continued to deteriorate. This situation

not only alarming, but also precarious.

The research findings from this study will provide useful

information to educational administrators, teachers, and the government

on teaching and learning situation in Secondary Schools, as would be

observed in the course of this study.

The information from the study will go along way to motivate the

government to plan well for enrolment of students into schools in the

near future. The findings from the study will also provide data base

information to educationists and students who are in the education

discipline and wish to investigate on a related topic.

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1.5 SCOPE OF THE STUDY

The findings in this study are limited to the study area:

(i.e Zannan Gwandu Junior Secondary School, Gesse I) in which the

researcher has based his work on the effects of classroom over crowded

on teaching and learning.

1.6 BASIC ASSUMPTIONS

The following assumptions were made in the study:

1. That a reasonable number of students in classrooms can result in

effective teaching and learning situations.

2. That overcrowded of students in classrooms affects educational

practices adversely.

3. That the overcrowded classroom also affect the effectiveness of

teaching and learning.

4. That the overcrowded classroom affect teacher student ratio.

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1.7 DEFINITION AND MEANING OF LEARNING

Several definitions of learning have been advanced by different

scholars. However, the various definitions seem to converge of on

certain trends which highlight the characteristics of learning.

Some of the scholars who have offered suitable definition of concepts

includes; Myers (1993) who defined learning as a relatively permanent

change in an organisms behavior due to experience. Mukherjee (2002)

expressed the concepts as interference from some performance of an

organism resulting in an enduring change of behavior.

Ownuegbu (1979), another writer on the concept has defined

learning as a process through which behavior is initiated, modified or

changed. Gangne (1974) views learning as a change in human

disposition and capability which persist over a period of time and

imprinting.

20
 NTI (2002) gave some guideline to the considered in order for one

to conclude that learning has take pace. Firstly, there must be an element

of change in behavior, overtly or covertly. Secondly, the change in

behavior must be permanent or relatively stable.

They argued that the change in behavior as a result of fatigue or

other transitory conditions such as of drugs or alcohol do not constitute

learning; and thirdly, the change in behavior must be based on

experience or exposure to environment. They also pointed out that

learning involves changes in behavior of individuals as a consequence of

his or her experience. This can be manifested in the way individuals

think (cognitive), acts (psychomotor) or feels (affective).

NTI (1970) has identified three steps of learning. The first, being

input. Input comes in form of stimulus. The second step is called

perception has to do with the process of becoming aware of change

through the maid or eyes. It is at this stage that a learner starts to think

and conceive an idea, shape, picture or an image of what is being taught

in the lesson to him or her. The second step is followed by the convert

21
activities or the third step. At the third step or stage an output of fifth

grade pupils than external incentive (Coladarci 1962).

1.8 DEFINITION AND MEANING OF TEACHING

According to Ownuegbu (1979), he defined teaching as an

environmental arrangement which inevitably involves an organism

physically in a set of organized activities in consonance with its goals,

age (mental and chronological age) and its capacity, in an attempt to

further its covert and overt behaviors. He noted that the result of these

activities are determined by the increment in rate of responding existing

behavior, re-arrangement of existing behavior or any combination these.

Ahmed (2006) has provided a beautiful definition of the concept,

teaching. He conceptualized teaching as an attempt to change the

behavior of individuals which aid in acquisition of skill, knowledge

abilities, habits, attitudes, values and physical competencies, all

necessary for functional living our complex and dynamic environment.

22
 It involves activities which students themselves participate, so that

they can better understand and learn effectively. Teachers play a role of

fostering development and maintenance of an effective classroom group.

Hence an effective teacher is one who is able to bring about intended

learning outcomes (Ownuegbu 1979).

Teaching according to Clark and Starr (1970:4), is an attempt to

help people acquire some skills, attitude, knowledge, ideals and

appreciation. In other word, the teacher’s task is to create or influence

desirable change in behavior in his or her own pupils.

Van Daten and Brittel (1950) defined teaching as the guidance of

the pupil through planned activities so that they (pupils) may acquire the

richest learning possible from their experiences. Clark (1955) sees

teaching as the interaction between a teacher and student under the

teacher’s responsibility in order to bring about the expected change in

the student behavior.

23
1.9 DEFINITION AND MEANING OF OVERCROWDED

Iloje (1984) has defined overcrowded as a term used to describe a

condition whereby the available resources in an area cannot adequately

cater for the need of all the people inhabiting it. In other instance,

Clark (1987) pointed out that overcrowded is said to occur when there is

an excess number of people over available potential resources.

A careful analysis of the definition of the concept presented by the

scholars above and relating it to education, perhaps may be right for one

to say that classroom overcrowding is a situation whereby, the teacher’s

skill competencies and other learning facilities in the classroom ca not

adequately cater for the learner’s need to bring about the desired

outcomes. While we agree with the definition of the scholars, the

researcher based the concept of overcrowding from the educational point

of view.

24
 CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

This chapter is an over view of some available literature

highlighting some important issues related to the topic dealt with in this

project work, i.e effects of classroom over crowded on teaching and

learning. Attempts have therefore been made to highlight the importance

of learning to mankind.

A brief discussion of relevant issues has also been provided, Gagne

(1974) have observed that human beings acquire most of their desirable

human qualities through the process of learning. He added that, although

it is an attribute shared by human beings and animals, but human beings

have possessed greater capacity and propensity to learn than animals.

He also pointed out that human beings liable capacity to learn

make possible the observed remarkable differences in pattern of their

behavior as well as their enormous adaptability to the environment.

25
 Myers (1993) indicated that learning is ultimately related to

education and also an indispensable tool for achieving human growth

and development. It engenders change in human behavior necessary for

effective living in our dynamic environment, substantial amount of

learning by individuals give rise to knowledge or education.

As it is sometimes called, although education has been defined

differently by various Scholars however, all of them have shared a

common view that education is a tool necessary for achieving Economic,

Politics, Scientific and Technological Advancement.

Farouk (2004) while highlighting on the importance of teaching

education and learning, contented that no nation can attain a meaningful

development in any aspect of life without providing a sound and

qualitative education to her citizens in the country. (Nigeria) can be

carefully groomed in education to harness.

26
 The abundant natural and material resources in order to bring about

increase in productivity and development as well as the learner begins to

perform some covert or visible activities that bring about learning, such

as drawing, writing, and talking. In order to have a permanent change in

behavior some authors emphasize that there should be repetitive action

and association

Association is something that has to do with associating the new

experience with the previous ones

2.1 LEARNING EVNIRONMENT

Learning environment refers to the learners physical and social

surrounding of the school child, and includes a host of structures such as

school, building, furniture, equipment, instruments, and materials, social

surrounding on the other hand includes the child’s teachers, peers and

other people involved in the affairs of the school (NTI, 2002).

Mukherjee (2002) point out that a conducive learning environment

has been emphasized as very central to smooth and effective teaching

and learning process, He further observed that many psychologist have

27
advocated that schools should be provided with conducive atmosphere to

enhance the quality of learning and teaching.

He suggested that teacher, should be very friendly and endeavor to

become worthy substitutes of the children’s parents so that they can be

motivated to learn, teachers are encouraged to use play method and

employ a variety of learning aids especially to youn learners in the

school.

Other psychologists, like Gleitman (1976) and Mwamwend (1989)

also supported the idea that school children or learners should be made

to feel truly at home, while they are in school. They argued that any

environment that is perceived by the learner to be hostile,

Many instill fear and apprehension and could consequently push a

learner to take to truancy or even withdrawal. This underscores the role

of teachers and school authorities for ensuring that both physical and

social environment in schools are made so congenial to promote

learning.

28
2.2 ACTIVITIES ASSOCIATED WITH LEARNING

Winch (1922) and Barlow (1937) are among the scholars who

considered reasoning and listening as very crucial activities in learning,

when they conducted experiments on improving reasoning among

school children.

Reasoning has been described as concerned with the process of

thinking carefully in order to make perception of ideals or phenomena,

and sometimes to establish judgment about something.

It is a complex process involving well coordinated and organized

series of activities in the brain listening on the other hand can be viewed

as paying adequate attention to teachers, lesson with the help of hearing

organs, which are view to properly understanding teacher’s lesson.

29
THE FOLLOWING ARE SOME ACTIVITIES ASSOCIATED

WITH LEARNING.

1. REASONING AND EXERCISE

Explaining the relationship between reasoning and exercise or

practice and experiment titled transfer of improvement in reason in

school children who have received regular practice in logical

reasoning did thirty (30) percent better than the group which had not

received any practice. When the two groups were collectively

examined for local reasoning in arithmetic, it is therefore, assumed

that training in arithmetical reasoning can be carried in a helpful way

to solve other logical problems.

In a similar vein, Barlow (1987) conducted and experimented on

transfer of learning among school children. He found out that one of

7th and 8th graders who were taught how to analyze verbal problems

and how to state general principles by teaching them certain skills in

reasoning and definite methods of reasoning after regular training was

given to them.

30
2. PARTICIPATION OF STUDENTS IN LESSONS

NTI (1990) has observed that the best lesson delivered is the one

which is child centered and a lesson that recognizes participation of

the learners so as to stimulate necessary responses from them and

engender effective teaching and learning situation however, NTI

acknowledged that this much needed and highly important activity of

student participation in a lesson could only be satisfactorily a

accomplished, if the physical social conditions in schools are made

guide conducive for students.

3. COMPETITION VERSUS CO-OPERATION

Experimented studies by Deutsche (1989) on young children (infants)

show that co-operative response is more noticeable than competitive

response among infants. It is pertinent to recall that a healthy

competition is one of the basic things promoting learning. However,

Deutsche cautioned that true co-operation is a learnt reaction and

takes time to accomplish.

31
2.3 OTHER FACTORS AFFECTING LEARNING

1. INDIVIDUAL DIFFERENCES IN ABILITY:

One of the important and interesting things worthy of noting about

learning is that in a group of individuals, learning does not take place

at the same place among them. This is because human being differs in

their ability to learn (Skinner 1964). Some people learn fast while

others are slow learners. All learning process must take this into

consideration so as to ensure its effectiveness.

Skinner commended further on individual difference, where he cited a

good example to show how individuals have different learning

abilities. He disclose that man obviously has greater capacity to learn

to swim well in water like the fish and whale do, no matter how hard

he strive, nor can he fly well like the birds in the air. The same pattern

of individual differences is obtainable even among animals of the

same species.

32
2. MOTIVATION

Gagne (1974) described motivation as a general term that

encompasses those states of the individual, under which he attends to

certain aspects of his environment. As a result, he is both initiated and

directed. He further stressed that motives have an energizing and

directive function. He identified other alternatives words.

Some of the words, he pointed out were need, want, interest e.t.c;

these are but few of the aspects or condition of motivations writing on

the role of motivation, Cohen (1954) examined self motivation to

imply a will to learn. He pointed out that a pre-requisite to all

effective learning is the desire on the part of the learner for the

knowledge or understanding of skill. in his own view, he sees speed

in learning and its efficiency to be in a direct proportion to aspiration

or the will to learn.

33
He noted that an exception can only occur when the urge is too

intense to cause an emotional disturbance which could interfere with

learning. An analogous situation occurs when a person loses his

temper and renders himself less efficient in a task requiring skill.

3. PURPOSE OR GOAL

As individual respond to stimulated, they have an object, state of

mind or target which they want to attain. This is called a goal or

purpose all learning processes are guided by goals, knowledge of

results, high, aspirations, and motivation especially if the pupil is

motivated and encouraged to set his own goals and seek intrinsic

incentives and superior remove goals. Schmidt (1941)

4. REWARD OR EFFECTS

This is another paramount factor in learning skinner (1974) contented

that all learning must come to grips with a question of what are the

effects of rewarding or punishing responses. Rewarding a response

can cause it to be learnt; however some sort of reward is essential for

a response to become established.

34
 Many experimental studies have been conducted to determine the

relative merits of praise and reproof in motivation school learning.

Invariably analysis of data from the experiment indicated that when

introvert, and extroverts are grouped together, praise and blame are

equally effective in motivating work achievements of the fifth grade

pupils either or blame is more effective in increasing work.

2.4 SOME FUNCTIONS OF A TEACHER

1. PREPARING LESSON NOTES:

Preparing lessons by writing notes of lesson or lesson notes is

significant to the teachers and the learners. Teachers who go to

classroom without preparing their lesson notes will end up their

lessons without achieving their teaching objectives (NTI 2006).

NTI (2006) observed that lesson note is significant to the teachers and

learners because:

a. It serves as a guide to lesson preparation; it makes the teacher to

become more familiar with the material to be taught. While

35
 preparing lesson, a teacher is opportune to take a number of vital

decisions. These decisions include the most appropriate teaching

aids to use and the most suitable is to be presented.

b. It serves as a guide to effective teaching. Teaching is deemed

effective only when it results in the realization of the set

objectives. In order to do this, the set objectives should always be

the main focus of a teacher while teaching. The lesson notes are

written based on the set objectives and learning materials which

are relevant to those objectives are selected. The use of such lesson

notes serve as a guide for a teacher for the attainment of the lesson

objectives.

c. Since lesson notes guide a teacher to the relevant pints of the

lesson, He is equally saved from beating about the bush. In this

way precious time is saved. It is common to see teacher who did

not plan his lesson, unorganized and uncertain in his delivery. At

times he exhausts the time for the lesson s when he is half way into

his teaching period in addition, these lesson notes also save energy,

36
 serves as a reminder for important information in the lesson and

enhances logical presentation of lesson by teachers.

2. MANAGEMENT OF CLASS DISCIPLINE

According to Ahmed (2006) the word discipline in the classroom

situation implies the training of pupils to comply with the laid down

rules and regulations which govern the conduct and behavior of

individuals in class. Its essence is to create an enabling environment

for learning whereby students or pupils are given the opportunity and

freedom to learn.

It ensures that no student is disturbed, prevented from learning. He

added that discipline is the application of all those influences which

secure or at least try to secure proper conduct in school. It is the

training which will produce in children, self restraint, orderliness, co-

operation, good conduct, and the habit of getting the best out of

themselves (NTI 2004).

37
3. MANAGEMENT OF PROBLEM BEHAVIOR IN

CLASSROOM

The term problem behavior according to Duke (1981) is behavior

which interferes with teaching, learning process. He observed that

many teachers at a time have had to bring class discussion t a halt so

that they could direct the attention to one or more students whose

disruptive behavior was making it possible for them to continue their

lessons. However, he noted that, not all forms of problem behaviors

are disruptive of classroom procedures.

A child who is so shy that he cannot make a scheduled

presentation to the class is likely to present a problem that calls for

more then an average attention on the part of the teacher.

Similarly, a child who cannot collaborate with others may create

some difficulty in a class whose activities are centered on a

cooperative interaction of students in small groups. Gagne (1974)

conceived problem behavior that creates difficulties or interference

with effective functioning of students or classroom groups, hence

38
such symptoms as chronic defiance of teachers and other persons in

authority, extreme shyness, truancy, chronic, unhappiness and

depression.

All these are considered as problem behavior. It is therefore, the task

of a teacher to help the children to away with these unhealthy

behaviors. Teachers can help students grow out of this problem with

their knowledge of psychology and proper understanding of the child.

4. STIMULATING AND DIRECTING OR MOTIVATING

STUDENTS TO LEARN

Gagne (1974) defined motivation as a general term that encompasses

those states of the individuals mind which he attends to certain

aspects of his environment. Teaching involves motivating students.

Self motivation involves the desire to learn. It has been described by

Cohen (1954) as a pre-requisite to all effective learning. It is the

desire on the part of the learner for knowledge and understanding.

Therefore, one important task which the teacher has to contend with

39
while teaching is developing and sustaining the student’s interest in

learning through a number of motivational skills.

5. TEACHER AS A PROVIDER

Ownuegbu (1979) described the role of a teacher as a provider

because the teacher is responsible for guiding the learner, both the

problem and materials, with the aim to solve these problems, he

pointed out that the nature of the problems which a teacher guides to a

learner and the learners level of cognitive development will determine

the kind of materials he provides for solution.

6. EVALUATION

In this capacity, the teacher is responsible for determining the

progress of the learners or otherwise, where he observes a satisfactory

progress in his learners (pupil), this will lead him to an advanced

project. And where learner fails to make any satisfactory progress, the

teacher owes a responsibility to diagnose the cause of it and act

accordingly. He is also to determine the level of acceptability of the

child based on individual differences (Ownugbu 1979)

40
2.5 SOME FACTORS RESPONSIBLE FOR INCREASE IN

HUMAN POPULATION.

Lawal (1969) indicated that human population may increase as a

result of natural increase in birth rates. This increase may arise when

birth rates are more than death rates. Birth and deaths rate are calculated

per thousand numbers of people. Another factor considered responsible

for human population increase is immigration. The same scholar also has

defined immigration as the movement of people from one place to

another.

He observed that people who are professionals in their fields such

as doctors, engineers, business, politicians, academicians and nurses

usually move from one place and settle in other places particularly in the

cities to provide services which are in great demand in the cities. This

trend he noted results in increase in population in the area where these

people have settled.

41
2.6 SOME PROBLEMS OF CLASSROOM OVER CROWDED

The results of an education survey on the impact of classroom

over-crowded in some Secondary Schools in Birnin Kebbi Metropolis,

by Farouk (2004) indicated that teachers were having problems of

insufficiency instructional materials due to over-crowded nature of

classes which they were teaching.

She reported that 15 out of the 40 teachers were having inadequate

instructional materials. Her findings on the teacher’s task of giving

assignments, marking, and recording examination results as well as

preparing students report sheet showed that 16 out of the 40 teachers

covered in the study were not doing those tasks conveniently.

NTI (2006) In the discussion of communication and effective teaching

pointed out that ineffective communication may result from the pupils

and it may be shouts or laughter of other pupils especially in a crowdy

class.

The interference may impair effective teaching and learning NTI

(2006) have contended that the size of class and classroom are some of

42
the factors among other which affect the choice of teaching methods.

The author further highlight that a teacher who is handling that a teacher

who is handling individualized method can comfortably handle a class

of 20 or 25 pupils.

Teachers would have time to pay attention to each individual the

situation can not be the same in a class of 40 children or more. He

argued those small classrooms are not convenient for a dramatized

instruction method.

43
 CHAPTER THREE

METHODOLOGY

3.0 INTRODUCTION

In this chapter an attempt has been made to describe the population

of the study consideration, research design, sample for the study and

procedure, research instruments validity and reliability, of the

instruments and data analysis plan which have been employed in this

study.

3.1 RESEARCH DESIGN

The research design employed in this study is a descriptive

approach. A survey was carried out at Zannan Gwandu Junior Secondary

School, Gesse I to investigate the effects of classroom over-crowded on

teaching and learning in Secondary Schools. The research is therefore

treated and a case study.

44
3.2 POPULATION OF THE STUDY

The population covered in this study is Zannan Gwandu Junior

Secondary School, Gesse I, and it is made up of a population comprising

of educational administrators (i.e. principals and vice principals)

teachers and students. Majority of the students are children of Army

personnel, civil servants, businessmen and other categories of people

residing in Birnin Kebbi town.

Both male and female children are attending the school in morning and

afternoon shifts. The school operates two sessions for the two genders of

students. There is the morning session for the female students which

start the school activities from eight o’clock in the morning and school

closes by one o’clock in the afternoon. There is also the afternoon

session which is reserved for the male children to receive their lessons in

the school. This lesson begins from one o’clock in the afternoon up to

six o’clock in the evening when the school normally closes.

The school has a student population of two thousand five hundred and

fifty two students (2,552). This is for both morning and afternoon

45
session with the morning session having a population of 1,295 students

and the afternoon with 1,255 students.

The school has sixteen (16) total number of classroom facilities for

learning. Most of the classrooms do not have electricity, fans; there are

no doors and windows, furnitures and fittings. Also the school does not

have a library and a standard laboratory but, it has an improvised and a

combined laboratory for teaching all the science subjects including

biology, chemistry, physics and agricultural science.

There is a population of one hundred and eighty-three (183) teachers in

the school who are involve d in teaching the arts, business or

commercial, social science and pure science subjects in the school. The

teacher population given above is for both morning and afternoon

sessions.

The school has a principal and two vice principals for junior secondary

school students also, there is a principal and his two vice principals for

the senior secondary school students. Therefore, there are two principals

46
and two vice principals each for the morning and afternoon sessions ran

by the school.

3.3 STUDY SAMPLES AND SAMPLING PROCEDURE

A total number of one thousand and thirty five students (1,035) were

randomly drawn from different classes in both morning and afternoon

sessions and administered with questionnaire. The samples were drawn

from a population of two thousand five hundred and fifty two (2.552).

As for the teachers, ninety five (95) of them were sampled randomly to

fill in the questionnaires design for this study.

Samples for the study were randomly drawn from the teachers and

students populations in the school in order to generate data required for

this study. Random sampling was achieved by use of balloting system to

draw or select the respondents who have participated in answering the

questionnaires.

Great care was taken to avoid discussing the content of the questionnaire

among students before they were given to them. The questionnaire for

47
students was administered in a single day with the assistance of some

teachers in the school. Teachers’ questionnaire was also administered in

one day.

3.4 INSRUMENTS FOR THE STUDY

The basic research instruments employed in the study are:

1. Structured questionnaires.

2. Interviews.

3. Students’ examination records.

3.5 VALDITY AND RELIABILTY OF THE INSTRUMNET.

The questionnaire employed in the study first of all validated by some

specialists in the field of education. The questionnaires together with

research questions were taken to them to test the instruments for validity

also observations and give necessary recommendations. After going

through the research questions and the instruments, followed by a

careful analysis by the specialists some observations were made and

48
necessary adjustments on the questionnaires were to make the

instruments valid.

Reliability of instruments on the other hand was achieved by carrying

out a pre-testing of the questionnaires at Zannan Gwandu Junior

Secondary School Birnin Kebbi, using a population of Twenty teaching

staffs, One Hundred students in the school, with the permission of the

school principal.

At this stage while respondents also filled in the questionnaires,

they were also requested to indicate areas of difficulty like vague

questions and ambiguous statement If at all there is any in the

questionnaires provided to them.

After this exercise a few problems were identified and necessary

modification of the questions in the instruments was made before

applying it on the study population.

49
3.6 INTERVIEWS

Interview as a basic research instrument has found a suitable

application in this study it has been employed to generate and

compliment the data from other forms of instruments utilized in the

research interviews therefore conducted with the vice principals to get

answers to the questions on discipline of the students number of the

students administered in each classes and number of qualified teachers

available

3.7 STUDENTS PROMOTION RECORDS FOR THE YEAR

The continuous assessment record forms which contains scored for

students academic performance was obtained from the continuous

assessment masters in the school. The document has records of the

academic performance of students in their respective classes for all the

subjects they learnt in the school. The data for student performance was

extracted from this document with the permission of the school

principals.

50
3.8 DATA ANALYSIS

Data generated from the instruments will be collected and analyzed

using descriptive statistics as frequency tables and percentages to

describe the characteristics of the study population.

51
 CHAPTER FOUR

4.0 PRESENTATION AND ANALYSIS OF DATA

4.1 INTRODUCTION

In this chapter, data collected for the study are presented, analyzed

and discussed. Data from respondents are presented in tables. Out of the

100 questionnaires distributed 100 were completed and returned, giving

a return rate of 100%.

4.2 PRESENTATION AND ANALYSIS OF DATA

The description of data relating to the characteristics of the

respondents is presented in questionnaires for teachers and another for

students. The bio-data includes Professional Status, Age, Sex, Class

Taught and Teaching Experience for the teachers.

52
4.3 TEACHERS QUESTIONNAIRES

The information obtained from teachers questionnaires are shown

in tables below:

Table 1: TEACHERS QUESTIONNAIRE (S)

Teacher Qualification No. of Responses Percentage (%)

ND/NCE 02 5%
HND 14 35%
DEGREE 20 50%
WAEC/SSCE 00 0%
OTHERS 04 10%
TOTAL 40 100%
Source: Questionnaire Administered 2021

Table one we can see that out of 40 teachers, 2 (5%) of the

teachers have Nigeria Certificate in Education as their Highest

Educational Qualification, 14 (35%) of the teachers have Higher

National Diploma, 20 (50%) have First Degree as their Highest

Qualification nobody with WAEC/SSCE and as those of Other

Qualification are 4 (10%) in number.

53
Table 2: TEACHING EXPERIENCE

Teaching Experience No. of Response Percentage (%)

0 – 2 Years 06 15%
3 – 5 Years 14 35%
6 – 8 Years 04 10%
9 – 10 Years 08 20%
10 Years and Above 08 20%
TOTAL 40 100%
Source: Questionnaire Administered 2021

The table above presents years of teaching experience for teachers

in the study. The table shows that 6 (15%) have 0 – 2 Years of Teaching

Experience, 14 (35%) have 3 – 5 Years of Teaching Experience, 4

(10%) have 6 – 8 Years of Teaching Experience, 8 (20%) have 10 or

more Years of Working Experience. This shows that majority of the

teachers are within the range of 3 – 5 Years of Teaching Experience.

TABLE 3: NEED FOR PROFESSIONAL TRAINING

No. of Response Percentage (%)

54
Strongly Agree 00 0%
Agree 16 40%
Strongly Disagree 12 30%
Disagree 12 30%
Undecided 00 0%
TOTAL 40 100%
Source: Questionnaire Administered 2021

The above table shows that 16 (40%) Teachers Agree that teachers

need Professional Training, 12 (30%) Teachers Disagree, 12 (30%)

Strongly Disagree while 0% of the Teachers Undecided.

TABLE 4: TEACHERS RECORDS AND COMPILATION

No. of Response Percentage (%)

Strongly Agree 06 15%

55
Agree 26 65%
Strongly Disagree 06 15%
Disagree 02 5%
Undecided 00 0%
TOTAL 40 100%
Source: Questionnaire Administered 2021

Table 4: shows that 6 (15%) Strongly Agree that Teachers Mark,

Record and Compile results conveniently, 26 (65%) Teachers Agree, 2

(5%) Teachers, Teachers Disagree, 6 (15%) Strongly Disagree, 0% of

Teachers Undecided.

TABLE 5: EFFICIENT USE OF INSTRUCTIONAL MATERIALS

BY TEACHERS

No. of Response Percentage (%)

Strongly Agree 04 10%

Agree 12 30%

56
Strongly Disagree 04 10%
Disagree 20 50%
Undecided 00 0%
TOTAL 40 100%
Source: Questionnaire Administered 2021

The above table shows that 4 (10%) Strongly Agree that there is

Efficient use of Instructional Materials by teachers, 12 (30%) Teachers

Agree, 20 (50%) Teachers Disagree, 04 (10%) Strongly Disagree, while

0% of the Teachers Undecided.

TABLE 6: STUDENTS RESPONSE WERE ENCOURAGING

WHILE TEACHING

No. of Response Percentage (%)

Strongly Agree 06 15%

Agree 20 50%
Strongly Disagree 00 0%
Disagree 14 35%
Undecided 00 0%
57
TOTAL 40 100%
Source: Questionnaire Administered 2021

The table above shows that 6 (15%) Teachers Strongly Agree that

Student Response were Encouraging While Teaching, 20 (50%)

Teachers Agree, 14 (35%) Teachers Disagree while 0% of the Teachers

Undecided.

TABLE 7: PROBLEMS OF TEACHING OVER-POPULATED

CLASS

No. of Response Percentage (%)

Strongly Agree 14 35%

Agree 22 55%
Strongly Disagree 02 5%
Disagree 02 5%
Undecided 00 0%
TOTAL 40 100%
Source: Questionnaire Administered 2021

58
 The table above shows that 14 (35%) Teachers Strongly Agree that

they face Problems while Teaching High Number of Students in a Class,

22 (55%) Teachers Agree, 2 (5%) Teachers Disagree while 0% of the

Teachers Undecided.

TABLE 8: ON WELL VENTILATED CLASSROOMS

No. of Response Percentage (%)

Strongly Agree 10 25%

Agree 10 25%
Strongly Disagree 06 15%
Disagree 14 35%
Undecided 00 0%
TOTAL 40 100%
Source: Questionnaire Administered 2021

The above table shows that 10 (25%) Teachers Strongly Agree that

the Classroom are Well Ventilated, 10 (25%) Teachers Agree, 14 (35%)

59
Teachers Disagree, 6 (15%) Teachers Strongly Disagree while 0% of the

Teachers Undecided.

TABLE 9: DIFFICULTY IN COMPILING THE EXAMINATIONS

HIGH NUMBER OF STUDENT POPULATION.

No. of Response Percentage (%)

Strongly Agree 22 55%

Agree 12 30%
Strongly Disagree 04 10%
Disagree 02 5%
Undecided 00 0%
TOTAL 40 100%
Source: Questionnaire Administered 2021

The table above shows that 22 (55%) Teachers Strongly Agree that

they Faced Difficulties while Compiling High Number of Students in

60
Class, 12 (30%) Teachers Agree, 2 (5%) Teachers Disagree, 4 (10%)

Teachers Strongly Disagree, while 0% of Teachers are Undecided.

TABLE 10: ARE SEATS AND DESK IN THE CLASSROOM

ADEQUATE FOR LEARNING

No. of Response Percentage (%)

Strongly Agree 02 5%
Agree 18 45%
Strongly Disagree 06 15%
Disagree 14 35%
Undecided 00 0%
TOTAL 40 100%
Source: Questionnaire Administered 2021

The above shows that 2 (5%) Teachers Strongly Agree that the

Seats and Desk in the Classroom are Adequate for Learning, 18 (45%)

61
Teachers Agree, 14 (35%) Teachers Disagree, 6 (15%) Teachers

Strongly Disagree, While 0% of Teacher are Undecided.

4.4 STUDENT QUESTIONNAIRES

The students questionnaires have provided information above the

student which is shown in the tables below from the information

obtained the average number of students in class of 60.

TABLE 11: PARTICIPATION OF STUDENTS IN CLASSROOM

ACTIVITY

No. of Response Percentage (%)

Strongly Agree 39 65%

Agree 18 30%
Strongly Disagree 00 0%
Disagree 03 5%
Undecided 00 0%
TOTAL 60 100%
62
Source: Questionnaire Administered 2021

From the above information we can see that 39 (65%) Students

Strongly Agree that, they Participated Freely in Class, 18 (30%) Student

Agree, 3 (5%) Students Disagree, that they do not Participate Freely in

Classroom Activity, While 0% of Students are Undecided.

TABLE 12: USE OF INSTRUCTIONAL MATERIALS BY

TEACHERS

No. of Response Percentage (%)

Strongly Agree 09 15%

Agree 15 25%
Strongly Disagree 15 25%
Disagree 21 35%
Undecided 00 0%
TOTAL 60 100%
Source: Questionnaire Administered 2021

63
 From the above, we can see that 9 (15%) of the Students Strongly

Agree that their Teachers use Instructional Materials While Teaching, 15

(25%) Students Agree, 21 (35%) Students Disagree, that their Teachers

do not use Instructional Materials While Teaching, 15 (25%) Students

Strongly Disagree, While 0% of the Students are Undecided.

TABLE 13: CONCENTRATION OF STUDENTS IN

CLASSROOM

No. of Response Percentage (%)

Strongly Agree 36 60%

Agree 15 25%
Strongly Disagree 06 10%
Disagree 03 5%
Undecided 00 0%
TOTAL 60 100%
Source: Questionnaire Administered 2021

This table shows that 36 (60%) Strongly Agree that there is High

Concentration of Students during Lesson in the class, 15 (25%) Students

Agree, 3 (5%) Students Strongly Disagree While 0% Students

64
Undecided and Believe that they are not over Concentrated in the Class

since they are not Comfortable Enough

TABLE 14: AVAILABILITY OF SUFFICIENT CHAIRS IN

CLASSROOMS

No. of Response Percentage (%)

Strongly Agree 27 45%

Agree 18 30%
Strongly Disagree 00 0%
Disagree 15 25%
Undecided 00 0%
TOTAL 60 100%
Source: Questionnaire Administered 2021

This table shows that 27 (45%) Students Strongly Agree that there

are Sufficient Chairs in the Class, 18 (30%) Students Agree, 15 (25%)

Students Disagree to have enough Chairs in the Classrooms, While 0%

of the Students Undecided.

65
TABLE 15: USE OF SCHOOL LIBRARY

No. of Response Percentage (%)

Strongly Agree 03 5%
Agree 00 0%
Strongly Disagree 42 70%
Disagree 15 25%
Undecided 00 0%
TOTAL 60 100%
Source: Questionnaire Administered 2021

Table 15: Shows that majority of the students which totals 42

(70%) Strongly Disagree that the library is being Utilized by the

Students Properly, 15 (25%) of the Population Disagree to that, only 3

(5%) of the students Strongly Agree, that the Library is being used

Properly by the Students due to the Fact that the Materials, Library

Space and Equipment are all Insufficient. While 0% f the Students

Undecided.

66
 CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 INTRODUCTION

In this chapter, the summary, conclusion and recommendations are

made or derived from the Findings of the Effect of Over-crowded of

Classrooms on Teaching and Learning.

5.2 SUMMARY OF THE FINDINGS

From the findings of this study, it has been observed that, the

environment for teaching and learning is not conducive, where classes

are adequate, get those available are not up to standard such as the

following:

1. Inadequate facilities such as Lightening, Ventilation and Poor

Seating Arrangements.

2. Inadequate staffing of the schools

3. Poor teaching and learning facilities

67
 4. Inadequate instructional materials for effective instruction to be

carried out

5. Inadequate books in the library for study by students

6. Lack of motivation by learners as well as teachers, which was

caused by insufficient funds to run the schools

5.3 CONCLUSION

From the findings of the study the following conclusion are made:

1. Teachers do give vey fear tests to the students, because they face a

lot of difficulties while marking, recording and compiling the

results. As a result of that the teachers would not know the

performance of the students, and they cannot pay attention to the

weaker students.

2. The weaker students cannot be assisted to improve their standard.

However, again without marking, recording and compiling the

results. There is no way the students can be promoted or demoted

as there is no basis for providing report to their parents.

68
 3. As a result of the over-population of classrooms, the students do

not concentrate during periods or lessons. In fact, most of them do

not understand the topic being taught and teachers find it difficult

to impact the right knowledge to the students due to lack of

concentration.

4. As a result of over-population in classrooms the library is being

used by few students due to the fact that materials, library space

and equipment are all insufficient and the students do not have

another place to go for their studies as a result of that, many

students left behind academically.

5.4 RECOMMENDATIONS

The main purpose of this study is to inquire into the effect of over-

crowded in classrooms teaching and learning in Zannan Gwandu Junior

Secondary School, Gesse 1 Birnin Kebbi, and to find out the causes of

over-crowded in classrooms in schools and to make contributions to the

effectiveness and efficiency of teaching and learning based on the

findings, the following recommendations are made:

69
1. Educational Authorities need to provide more funds to build more

schools with enough classes and teaching facilities to have well

equipped schools.

2. To encourage and employ more professionally trained teachers

who would be more dedicated to their job.

3. To exhibit a greater level of supervision on activities of teachers in

the classrooms and as well as other schools activities.

4. To ensure that a reasonable number of student size (at least 50

students) are accommodated. Hence, admissions should have a

reasonable limit or strategy.

5. Non trained teachers should acquire teaching qualifications.

70
 REFERENCES

Ahmed U.R (2006): An Unpublished Lecture Notes for PGDE Course.

Balow M.C (1987): Transfer of Learning in Reasoning: Journal of

Educational Psychology Vol. xxiii

Clark C. (1955): Effective Teaching, Principles and Practices, New

York: Harcourt Brace, Govanovich.

Clark and Starr (1970):Teaching and Teachers: in NII (2006) Lecture

Note for PGDE.

Cohen, L.D (1954): Levels of Aspiration Behavior and Feeling of

Adequacy and Acceptance. Journal of Abnormal

and Social Psychology.

Coladarc. W. (1962): Educational Psychology (Revised Edition),

Houghton Mifflin Company, Boston.

Dulie D.L (1981): Managing Students Behavior, New York Press

Teacher’s College. Colombia University.

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Deutsche M. (1949): An experimental Study of the Effect of Co-

operation and Competition upon Group Process in

Skinner B.F (1964) Educational Psychology (2nd

Edition) Englewood Cliff.

Farouk J.A (2004): Impacts of Classroom Overcrowded on Teaching

and Learning (Unpublished Project).

Gagne R.M (1974): Essentials of Learning for Instruction, New York.

Holt Rinehact and Winstone.

Glietman H. (1976): Basic Psychology (4th Edition) London. W.W

Norton and Company.

Henry Clay and Linodegree (1958): Psychology in the Classroom: John

Wittey and Sons New York; London (5th Edition).

Iloje N.P (1954): A New Geography of Nigeria (NewRevised

Edition) Ibadan, Nigeria.

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Lawal O.A (1969): Fundamentals of Economics: Macmillan

Publishers Ltd. London. Mukherijee. A (2002):

Educational Psychology (Revised Edition). Zaria

and Asekoma and Co. Publishers.

Mwanwenda T.S (1989): Educational Psychology, an African

Perspective, Durban, Bulterworths.

73
 QUESTIONNAIRE

APPENDIX ONE (FOR TEACHERS)

This questionnaire is designed to find out the effect of classroom

overcrowding on teaching and learning.

INSTRUCTIONS

Please tick against the most appropriate to your opinion from the

alternative responses provided for each question. Section B has options

such as Strongly Agree (SA), Agree (A), Strongly Disagree (SD),

Disagree (D), Undecided (U) from which you are also chosen the most

appropriate to your option.

SECTION A

TEACHER PERSONAL DATA

1. Highest Educational Qualification

a. ND b. HND

c. Degree d. WAEC/SSCE

e. Others (specify)
74
2. Years of Teaching Experience

a. 0 – 2 Years b. 3 – 5 Years

c. 6 – 8 Years d. 8 – 10 Years

e. 10 Years and Above

3. Status

a. HOD b. Teacher

4. Department

a. Arts b. Social Sciences

c. Science d. Specify

5. Class Taught

a. JSS 1 – 3 b. SSS 1 – 3

6. Age

a. 13 – 25 Years b. 26 – 32 Years

c. 32 – 40 Years d. 40 – 50 Years

e. 50 Years and Above

75
7. Sex

a. Male b. Female

8. Number of Students in a Class

a. 30 -35 b. 35 – 40

c. 40 – 50 d. 50 – 60

e. 60 and Above

76
SECTION B

SECONDARY SCHOOL TEACHERS SA A D SD U

1. Teachers in your school are professionally

trained
2. Teachers mark, record and compile
results conveniently.
3. The instructional materials used in the
class are efficient and effective
4. The classroom space is adequate for
convenient use of instructional
materials and equipment.
5. All your students concentrate when you are teaching?
6. Your students concentrate when you while teaching?
7. You are faced with problems while teaching
high number of students in a class
8. Classrooms are usually neat and tidy
9. Classrooms are well ventilated
10. You are faced with difficulties while controlling
a high number of students in a class.
11. The seats and desks in the classroom
are adequate for learning?
12. The classroom sitting arrangement
encourages cheating during test and examination?

77
QUESTIONNAIRE

APPENDIX TWO (FOR THE STUDENTS)

The questionnaire is design to find out the effects of classroom

over-population teaching and learning.

INSTRUCTION

Please tick against the answer most appropriate to responses provided

for each questions. Section B has options such as Strongly Agree (SA),

Agree (A), Disagree (D), Strongly Disagree (SD) and Undecided (U)

from which you are also to choose the most appropriate to your option.

SECTION A

STUDENT PERSONAL DATA

1. Your Age

a. 10 – 12 Years b. 12 – 14 Years

c. 14 – 15 Years d. 16 – 29 Years

e. 29 Years and Above

78
2. Your Class

a. JSS 1 and 2 b. JSS 3

c. SSS 1 and 2 d. SSS 3

3. Number of students in a class

a. 30 – 35 b. 35 – 40

c. 40 – 45 d. 50 – 60

4. Sex

a. Male b. Female

79
SECTION B

SECONDARY SCHOOL STUDENTS SA A D SD U

1. You participate freely in the class

activity?
2. You hear your teacher during
lessons
3. Your teacher use instructional
materials when teaching?
4. You always concentrate when
lessons are going on?
5. There are enough chairs in your
class.
6. There are enough teachers in
your school.
7. Your class is well ventilated?
8. There is a library in your school for
use by students?
9. The school library has enough books.
10. The school library has enough tables.
11. The school library has enough chairs.
12. The teachers are always presents during
their periods.

80