Large Class-size and Classroom Interaction in Social Studies Classes in Port Harcourt, Rivers State, Nigeria

Abstract

The study was carried out to find out the consequences of large class-size on Social Studies teacher-students classroom interaction in public secondary schools in Rivers State with particular reference to Port Harcourt city local government area, where large class-size is predominant. A sample of 1,332 respondents was drawn comprising 12 teachers and 1,320 JSS2 and JSS3 students. Five research questions and a null hypothesis guided the study. An observation checklist modeled along Flanders' Interaction Analysis Categories (FIAC) was used for data collection. The instrument had a reliability coefficient of 0.81 via the application of Pearson Product Moment Correlation technique on two administrations. The statistical tools used for data analysis was simple percentages and t-test for the hypotheses. Major finding of the study was that teacher talk is far more pronounced in large class-size where Social Studies is being taught to students than students talk. The pedagogical and educational implication of this scenario is that teaching and learning is teacher centred and so, students benefit less in such classes. Hence, it is recommended among others that, teachers should adopt coping skills that are more positive in approach to establish some formality in class activities right from the beginning of the lesson. This could be in form of class routines and convention that would keep the student busy as soon as the lesson starts. Adequate planning and implementation of lessons would also keep them (students) busy throughout the lesson. To this end, seminars and workshop should be organized for teachers to sharpen their teaching skills.