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NNAJI, ANTHONY IFEANYICHUKWU
PG/MED/04/35390
EFFECT OF CLASS SIZE ON SENIOR SECONDAY SCHOOL
STUDENTS‟ PERFORMANCE IN ESSAY WRITING
IN THE ENGLISH LANGUANGE
Arts Education
A PROJECT REPORT SUBMITTED TO THE DEPARTMENT OF ARTS
EDUCATION, UNIVERSITY OF NIGERIA NSUKKA
Webmaster
2009
UNIVERSITY OF NIGERIA
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EFFECT OF CLASS SIZE ON SENIOR SECONDAY SCHOOL
STUDENTS‟PERFORMANCE IN ESSAY WRITING
IN THE ENGLISH LANGUANGE
BY
NNAJI, ANTHONY IFEANYICHUKWU
PG/MED/04/35390
DEPARTMENT OF ARTS EDUCATION
UNIVERSITY OF NIGERIA, NSUKKA
JUNE, 2009
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EFFECT OF CLASS SIZE ON SENIOR SECONDAY SCHOOL
STUDENTS‟PERFORMANCE IN ESSAY WRITING
IN THE ENGLISH LANGUANGE
A PROJECT REPORT SUBMITTED TO
THE DEPARTMENT OF ARTS EDUCATION,
UNIVERSITY OF NIGERIA NSUKKA
IN PARTIAL FULTILMENT OF THE REQUIREMENT
OF THE AWARD OF MASTERS DEGREE (M.ED)
IN LANGUAGE EDUCATION.
BY
NNAJI, ANTHONY IFEANYICHUKWU PG/MED/04/35390
SUPERVISOR: DR. C.UJU UMOH.
JUNE, 2009
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APPROVAL PAGE
This project report has been approved for the Department of Arts Education,
University of Nigeria, Nsukka.
By
-------------------------------- ----------------------------------
Supervisor Internal Examiner
--------------------------------- -------------------------------
External Examiner Head of Department
--------------------------------------- Dean of Faculty of Education
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CERTIFICATION
Nnaji, Anthony Ifeanyichukwu, a postgraduate student in the Department of Arts
Education and with the Registration Number PG/M.ED/04/35390 has satisfactorily
completed the requirement for course and research work for the degree of M.Ed in
Language Education.
The work embodied in this project/thesis report is original and has not
been submitted in part or full for any other degree of this or any other
University.
------------------------------- -------------------------------------
Student Supervisor
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DEDICATION
This work is dedicated to first, the Almighty God, and then to my best
friend and wife, Buchi and our children Eche, Ebube and Gugua.
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ACKNOWLEDGEMENT
The researcher is profoundly grateful to his supervisor, Dr. Uju Umoh,
for her able and ever ready attitude to attend to him. She made necessary
corrections, salient encouragement and motherly taunting that ignited the
researcher at the various stages of this work.
The researcher also wishes to express his unwavering appreciation to
Prof. E.J. Otagburuagu who provided him a lot of literature for the research
from his private library. The researcher‟s special thanks goes to not only Dr.
D.U. Asogwa for his moral encouragement, but also to all the lecturers in the
Department of Arts Education, for their wonderful correction which
undoubtedly put him in the right form.
Finally, the researchers regards include Dr. J. Akabogu, Dr. Uche Eze,
the Egbes, Cyril Odo, Odo,S.S. and officers in the statistics Department of the
Nsukka Post Primary School, Zonal Office each for their various levels of
laudable cooperation and contributions
Nnaji, Anthony Ifeanyichukwu
Department of Arts Education
University of Nigeria, Nsukka June, 2009.
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CHAPTER ONE
INTRODUCTION
Background of the Study:
The English Language is the Language Nigerians inherited from the
British. Azikiwe (1998) pointed out that the English Language was introduced
in 1842 by the first batch of missionaries who arrived in Badagry for education
and evangelization. In order to bridge ethno-linguistic barrier .the colonialists
implanted the English Language in Nigeria. Today, it is absolutely an essential
medium of interraction amongst the different ethnic groups in Nigeria that have
no known national language.
It is a compulsory subject in both primary and post primary schools in
Nigeria. The study and the use of the English Language are taken serious
amongst students and the school authorities of the various higher institutions of
learning through the Use of English Unit –General Studies. Examination bodies
such as the WAEC, NECO, and JAMB recognize the great importance of the
English Language for their candidates and make it compulsory in their
examinations.
Besides, there are educational, edifying, and recreational writing in the
English Language. These write-ups are popular with the general reading public
and in the prescribed texts of various examination bodies. There are printed and
well-written books in English in fiction, drama, poetry, current affairs and
literary criticism. Above all, the English Language is one of the mediums for
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instruction in schools in Nigeria. In fact, it is the Language of communication –
instruction in the classroom, decoding and encoding of prints in texts in English
and media announcements, diplomatic relations as well as in maintaining
contacts with former colonial lords.
In many countries where the English Language is being studied including
Nigeria, it is common to find parents, teachers, and even the government crying
about the standard of both the spoken and the written forms of the language
amongst the students. This is because a good pass in the English Language
qualifies a candidate to secure admission in school and get good job. It is
Nigerians official Language.
It is pertinent to state here that a good mastery of any language is
measured by the standard of the language‟s spoken and written form. According
to Collier (1987) without oral and written English Language skills, students are
hard pressed to learn and demonstrate the knowledge of mathematical
reasoning, science skills, social studies concepts and so forth. Students who lack
proficiency in English are at a decided disadvantage in school. The WAEC
Chief Examiner‟s Reports of November/December (2002) stated that
candidates‟ Performance was poor in the English Language and that generally;
the performance of the candidates was not impressive. In this report, the main
weakness observed in the students‟ scripts range from insufficient exposure to
the skills of writing, lack of familiarity with the required formats, construction
of loose sentences, transliteration from mother tongue to the abuse of basic rules
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of grammar. The report further advised that candidates should read novels, good
magazines, and journals.
The WAEC Chief Examiner‟s Report of May/June, 2003, confirmed a
similar observation. However, this report advised that:
i) Schools should drill candidates on essay writing skills;
ii) Candidates should be encouraged to read literature books for
examination purpose as well as to improve their command of the
English Language.
Besides, Ohuche (1992:13) has already pointed out that despite all the
changes introduced in the secondary school English Language \curriculum,
students have continued to perform poorly in the language. According to him,
the greatest shortcomings of these students are in their inability to express ideas
correctly in English. When these students enter tertiary institutions, many of
them do not gain much from the service English Language lecturers give, for
the mere fact that the number of them in a class makes it difficult for the teacher
to handle their individual problems. The level of academic achievement for
students with limited proficiency in English has lagged significantly behind that
of their language majority peers. One congressionally mandated study reported
that these students receive lower grades, are judged by their teachers to have
lower academic abilities, and score below their classmates on standardized tests
of reading and mathematics, according to Moss and Puma (1995).
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From the above reports, it became pertinent to look into the learning and
writing of the English Language essay of the Senior School Certificate Exam,
which often is given much mark allocation than other parts of paper 1 of the
English Language to show the importance of writing. Writing is invaluable for
effective and efficient diplomatic ties. For the fact that very few students who
write the Senior School Certificate English Language Examination obtain
credits or distinctions make it a thing to worry about.
Many Language teachers often use essay writing while assessing students
literacy development over time since it tests the ability of the students to use
English as an effective means of communication to express themselves with
clarity and coherence in a manner appropriate to the situation. The process of
learning to write clearly and effectively is not a simple matter of acquiring
information or memorizing rules. It requires a parallel and simultaneous process
of learning to read with more sophistication. Because reading and writing are
related activities, learning to write entails a complex interaction between writer
and reader. Students write; teachers respond. But a teacher‟s response must be
more than “correcting” and more than perfunctory grading: Evaluations most
involve a detailed reaction, often in conference with the student; to each piece
of writing.
Good teachers want to teach as many students as they can teach well. But
if teachers are forced to respond to the writing of more than sixty students
weekly, they will necessarily oversimplify their responses. Students will regard
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their own writing as a mere exercise, unworthy of careful attention or serious
thought. About five and four essay topics are often set by WAEC and NECO
respectively in Senior School Certificate Examinations. Candidates are required
to write on ONE. The topics cover a wide variety of essay types such as
expository, argumentative, and letter writing.
Exposition is detailed explanation. Expository writing explains a process,
an idea or a feeling (Ukwegbu, C. et al 2004). Experts claim that expository
writing is not a single form of writing but an amalgam of different writing
genres. A good piece of expository writing has the following core features: It
involves analysis of key points; A definition of key concepts; A well-defined
point of view; A logical presentation of details, and an explanation of details
(Otagburuagu, Obah, and Ogenyi, 2001).
Expository essay is written quite often in the present tense, which
involves the use of the active voice. The present tense is generally preferred
because the process, concept, or idea being explained has relevance not only for
a particular time but for most, if not for all times. (Ukwuegbu, C. et al 2004)
In argumentative writing, the audience or the reader is being persuaded to
agree to the writer or speaker‟s point of view on a controversial subject matter.
Since there are always two sides to an argument, this kind of writing requires
one to: prove a point present a view point; balance two sides of an argument.
However, most candidates‟ argument is often illogical and the conclusions often
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do not follow from the reasoning that had gone before. Many candidates lack
the appropriate vocabulary to put across their point of view (Ukwuegbu, C.et al
2004). Meanwhile, a good argument should:
a) Have a clear statement of what is to be proved in the proposition;
b) Be based on good evidence. This consists of facts that are established. It
should not be based on unverifiable information or propaganda.
c) Have its evidence directly related to the issues of the argument; it must be
backed by authoritative evidence that is current;
d) Deal with issues raised in the proposition, not with personalities.
e) Must be arranged in a logical order in order to make a maximum
impression on the reader,
f) Avoid errors in reasoning called logical fallacies such as the following
examples:
i) Oversimplification
ii) Hasty generalization
iii) Begging the question,
iv) False analogy
v) Non-sequitur (it does not follow) and
vi) Ad Hominem (Ogbuehi, 2004.)
Descriptive writing, on the other hand, is another type of writing which is
important because many aspects of life demand a person‟s ability to give
accurate descriptions. One may at one time or another be required to describe a
person, a place, a process, a scene and an event. It is made in such a way that
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the mental picture of what is being described is fully registered in the reader‟s
mind. On this, some candidates may not possess the appropriate vocabulary to
convey their description. The topics are treated scantily giving rise to lazy
descriptions, which do not register any impression with the reader. According
to (Ukwuegbu, 2004) the students‟ descriptive writings are often marred by
mother tongue influence resulting in usages that do not conform to standard
English.
Another type of essay writing is narrative. Narration is writing about a
succession of events or story telling. The events may be factual or imaginary. It
usually follows a chronological order of events. Narration focuses on actions
and so involves the use of action words (verbs). But it must necessarily include
description. This is because one probably will not portray actions or movements
very well unless one relates it to the readers, a description of the people or
things participating in those actions.
Letter writing, which is an aspect of writing, is one of the kinds of writing
where students are expected to choose from. It plays an important role in the
social and business life of people in our contemporary society. Letters are
written to give information to people whether they live with us or live many
kilometers away from us. Letter Writing can be categorized into three major
kinds based on the social universe of the product. The informal letter is one‟s
private correspondence, while any official letter is regarded as a formal letter.
Formal in this context means „organized‟ (Otagburuagu 2001:87). The semi-
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formal letter mixes the conventions of the formal type with those of the
informal.
For the researcher to give this work adequate treatment, the core part of
this work-class size need to be discussed in this background. Language teaching
is an art. It is teaching man to communicate with the verbal tool in which his
uniqueness rests. The formal teaching of a language takes place in the
classroom, even though in the modern computer world, the electronic media
may take teaching outside the conventional classroom. Language teaching
audience could vary from one to several people. This means that a language
class could be
(i) Small (ii) normal (iii) large, (Otagburuagu 1998). Before the
Nigerian Civil War and indeed the oil boom period, which brought
about the Universal Primary Education (UPE), language classes
were normal. At the moment, there seems to be no controversy
about normal language class size. But certainly, some concern has
been expressed about large language classes, Otagburuagu (1996),
and Otagburuagu and Enuesike (1998).
The ever-growing world population and the craze for education means
that classes will continue to grow. Ngonebu and Oluikpe (2000) in the Nigerian
Universal Basic Education Journal maintained that the introduction of UBE into
the nation is one of the steps in improving the literacy level of the Nigerian
citizens. This is because UBE is directed towards sustainable and efficient
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education of all cadre of the Nigerian populace-the young and the adults. The
broad objective is that there would be increased enrolment in the school system.
In other words, the implementation of UBE will lead to an astronomical rise in
educational enrolment. This rise in the number of school children will mean an
increase in class size, thereby, a rise in the pressure on the class teacher.
Ngonebu and Oluikpe (2000) stated that a common feature in our
institutions of learning is the large number of students taught by a single
teacher. With such a high teacher-student ratio, the teacher has no option but to
adopt self-help measures, which are in no way ideal or adequate for appropriate
Language learning. This is why; the researcher wants to investigate the effects
of class size in Senior School Students Essay Writing in English Language.
At the University level, the government advocates an admission ratio of
60:40 in favour of the sciences. This shows that English Language classes have
also witnessed an increased enrollment across all the educational levels.
Otagburuagu (1991) pointed out that the fact that before 1970, English
Language classes at all levels of the educational system in Nigeria hardly
exceeded 40 students per class; but between 1970 and 1990, an explosion
occurred in enrolment in educational institutions without a corresponding rise in
academic staff and materials. The result was that the average class size, whether
for the teaching of English Language or any other subject for that matter, grew
significantly to challenge the managerial expertise of the teacher.
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Researchers the world over are now showing a growing interest into the
investigation of large class size as it affects learning and achievement. Coleman
(1989) contends that there is a growing need to study the large class
phenomenon as it affects teaching and learning. Consequently, the present
researcher has the need to investigate effect of class size on Senior Secondary
School Students‟ Performance in Essay Writing in English Language.
In Nigeria, the average class size varies from one level of education to
another and at the tertiary level from one discipline to the other. The National
Policy on Education (NPE) recommends a class size of 20 for the pre-primary
level, and 30 for the primary level. The policy was silent on secondary
education, but the practice has been to have a class size of 40. It then follows
that anything in excess of the recommended number is abnormal, and if the
excess is more than 10, the class can be regarded as large.
At the university level today, over 200 students share the same facility. In
the Use of English Course, Classes range from 80 to 500 students while
facilities and classroom arrangements have been for classes whose sizes would
not exceed 40 or 60. The immediate result is that students struggle for seats and
facilities. Otagburuagu (1992) pointed out, therefore, that there are attitudinal,
cultural, political as well as pedagogic considerations inter-playing to make a
particular class size ideal, normal, abnormal, large or unreachable. He stated
further that while it may be outrageous to teach English in a class of 50 students
in some advanced countries of the world, in Indonesia, such a class size would
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be regarded as ideal. Harmar (1991) considers a class of 40 as large since
according to her, most of the students cannot get the chance of participating
effectively in language activities. Virginia Locastro (1989) reports that in Japan,
the average largest class size is 45 and the normal one is 38, while small class
size falls between 4 to 7. The International Labour Organization (ILO) and the
United Nations Education Scientific and Cultural Organization (UNESCO)
recommend 1:30; 1:35 teacher/pupil ratio for primary and secondary schools
respectively. From the present researcher‟s perspective, a class in which the
teacher is not able to give enough individual attention to students due to the size
of the class can be considered as large. The incidence of large class negates the
principles of communicative approach to language teaching. Many of the
students will not have the opportunity of practicing the communication skills.
This means they can neither try out their hypotheses of language use nor obtain
feedback on their performance. Learners‟ perceptions of difficulties in a large
class reveal that their main problem is the ineffective management of the class-
noise, too much noise, lack of individual attention to learners, teachers‟
feedback on class assignment often is not forthcoming-all these are problems of
management.
Gender is a variable that plays an important role in learning. It refers to
varied socially and culturally constructed roles, qualities, behaviour and so on
that are ascribed to women and men of different societies (UNICEF) Ashford,
Locrory and Lortie (2001) see gender as the social definitions of male and
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female. It represents a socially constructed concepts and not a fact of nature
with specific biological imperatives. The studies carried out by Okoye (2003),
Onyegegbu (1999) and Lagoke, Jegede and Oyebanyi (1995) agree that there is
a significant difference between the performances of male and female
academically.
Gender comes into play in essay writing if we remember that personal
orientation and thinking styles play a crucial role in performance. Personality
characteristics also play an important role in learning and performance. One of
the chief aims in studying English is to express one‟s thoughts effectively and in
a written examination and this is best shown in a connected composition.
In the light of the above, the researcher intends to investigate the effect of
class size on Senior Secondary School‟s students‟ Performance in Essay
Writing in English Language in Nsukka Education Zone of Enugu State. This is
as result of the apparent increase in enrolment in schools in the Zone due to the
on-going Universal Basic Education Programme, as well as the new realization
by most people of the need to be educated.
Statement of the Problem:
English Languages not only Nigerian‟s official Language, but also the
medium through which Nigerians interact with the outside world. It is also the
medium of instruction at secondary and tertiary institutions. This has made it so
important that it has remained a subject of constant examination and analysis.
However, many students fail the English Language examinations because of a
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number of reasons. This prompts the researchers choice of effect of class size on
Senior Secondary School Students‟ Performance in Essay Writing in English.
The great philosopher essayist, Sir Francis Bacon, has written: “Reading
maketh a full man, and writing an exact man”. Writing is said to be a highly
sophisticated and individualistic activity. Since writing is a solitary affair, it is
likely to be affected by the writer‟s disposition and competence in writing
components. The experience of several teachers suggests that the phenomenon
of large class is widespread, and might have influence on students‟ essays.
Researchers the world over are now showing a growing interest into the
investigation of large class size as it affects learning and achievement. The
question, which this study seeks to provide answer for is “What is the effect of
class size on Senior Secondary School Students‟ Performance in Essay Writing
in English Language.
Purpose of the Study
The general purpose of this study is to determine a workable panacea for
the improvement of students‟ performance in the English Language.
Specifically, the study intends to find out if class size has any effect on
students essay writing in the English Language.
Again, this study intends to find out the mean achievement scores of male
and female students in essay writing.
More so, the study stands to verify the effect of interaction of treatment
and gender on students‟ achievement in essay writing.
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Significance of the Study.
A study such as this will be significant in many ways. There is going to
be a great improvement on the part of the students who learn the English
Language, and on the part of the teachers who teach the language, which will
now know the acceptable workload, which will be reasonable enough to
guarantee that every student receive the time and attention needed for genuine
improvement.
This study will be of great value to schools and educational
administrators in their educational planning and reformations. Teachers in urban
schools where there are a great number of teachers would loose some to very
remote towns where there are extreme large classes but with a small number of
teachers, and vice versa.
Besides, textbook writers will use the findings of this study to update
their work on the most recent methodologies for effective teaching of essays in
English in large classes. When the copies of these findings are made available to
schools through the school authorities, a sure remedy shall have evolved in
language teaching.
Finally, the study is very important as it might create jobs for
unemployed English language teachers. The government might realize the needs
for more hands with regards to recruitment of many language (English) experts
who would be deployed to areas of need.
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Scope of the Study
This study shall be restricted to the government owned senior secondary schools
in Nsukka Education Zone. Two schools are to be used: One in the Urban
centre, the other in the rural area.
Each of the two groups shall be introduced to the broad essay types -
exposition, argumentative, narrative, Letter writing and imaginative writing.
Research Questions:
1. What differences exist in the mean achievement scores of students taught
in small and large class sizes?
2. What is the difference in the mean achievement scores of male and
female students in essay writing?
3. What is the effect of interaction of treatment and gender on students‟
achievement in essay writing?
Hypotheses
The following null hypotheses are formulated and tested 0.05 level of
significant
1. There is no significant difference in the mean achievement scores of
students taught essay writing in large or small class sizes.
2. Gender is not a significant factor in mean achievement score of students
in essay writing.
3. There is no significant interaction effect of treatment and gender on the
mean achievement score of students in essay writing.
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CHAPTER TWO
LITERATURE REVIEW
This chapter focuses on reviewing related literature to the study, which
throws more light on the problem under investigation. It is categorized into
these sections:
- Conceptual Framework
- Theoretical Framework
- Empirical Studies
- Summary of Literature Review.
Conceptual Framework
In the conceptual framework, the researcher desires it necessary to
explain some relevant terms in the topic under investigation. They are: effect;
class size; senior secondary school students; performance; essay writing, and the
English Language.
Effect: The word „effect‟ according to BBC English Dictionary (1992) states
thus: „An effect is a change, reaction, or impression that is caused by something
or is the result of something‟ The Chambers Dictionary (New Edition, 1999)
summarized the word „effect‟ as the result of an action; the impression
produced; the meaning conveyed; reality; (inpl) goods or property; (inpl) sound
and lighting devices contributing to the illusion of the place and circumstance in
which the action is happening (theatre, cinema, etc), to produce; to accomplish
or bring about.
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Class Size: A formal teaching of a language takes place in the classroom.
Language teaching audience could vary from one to several people. In order
words, a language class could be small, normal, or large. A Language class is
large when its membership swallows up the available resources and creates
immediate management problems for the teacher and impairs the learning
process. Otaburuagu (1998) observed that normal growth in class size is not
enigmatic. What is puzzling is the growth, which hampers teacher effectiveness
and the learning process.
In Nigeria, the range varies from 40 plus to 200 depending on the level of
the educational system. Virginia Locastro (1989:5) reports that in Japan, the
average largest class size is 45 and the normal 38, while small class sizes range
from 24 to 19. She went further to assert that small class size falls between 4
and 7. The introduction of UBE into the Nigerian nation is one of the steps in
improving the literacy level of the Nigerian citizens. This is because UBE is
directed towards sustainable and efficient education of all cadre of the Nigerian
populace. The broad objectives of UBE are such that there would be increased
enrolment in the school system. In other words, the implementation of UBE will
lead to an astronomical rise in educational enrolment. The rise in the number of
school children will mean an increase in class size and, thereby a rise in the
pressure on the class teacher, (Ngonebu and Oluikpe 2000)
At the 33rd
meeting of the National Council of Education held in Bauchi,
a team from the World Bank conducted a preliminary survey on preliminary
25
education in Nigeria, preparatory to programization confirmed the shortage of
everything, especially of classrooms, books, and teachers. This shortage of
classrooms leads to very large classes up to 100, to even 200 pupils. Nwosu
(1985) stated that the teacher/pupil ratio advocated in the National Policy on
Education (1997) for primary schools is 1:40 for transitional period and 1:30 as
the target figure. Ironi (1989) in an Appraisal of Research on the National
Policy on Education in “Implementation of National Policy on Education” noted
that in the school system, there are many students to teach and that this itself is a
problem. Such management problems could be aptly put in the words of
Ngonebu and Oluikpe (2000) thus: “With such a high-teacher-student ratio, the
teacher has no option, but to adopt self-help measures, which are in no way
ideal or adequate for appropriate language learning”. They suggested a number
of coping measures, which include:
1. Teaching the group together using a large classroom;
2. Using the lecture method since it is most convenient in such an
unavoidable situation. In this method which is basically information
giving, the teacher rushes through everything without the students
mastering anything;
3. Accepting choral response since individualized attention and learner-
centred approach is virtually impracticable;
4. Refusing to give the required practice, which is essential for such skill, as
speaking and writing;
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5. Avoiding giving assignments and individual work because of the
enormous load in correction and feedback;
6. Giving very few assignments without correcting them at all, or keeping
these assignments for such a long time that their correct effect is lost on
the students. Other impeding variable which makes teaching impossible
is the lack of concentration and teacher-pupil discomfort in the face of
such staggering odds.
Yvan Guillemette, a policy analyst at the C.D. Howe Institute, in one of the
education papers (August. 2005) on school class size: „Small Isn‟t Better‟,
pointed out that few policy issues in elementary and secondary education
generate more heat than class size. Teachers and their unions are nearly
unanimous in their support for smaller class sizes as a means of improving class
behaviour and student‟s, performance. In each of the five National Issues in
Education Polls Commissioned by the Canadian Teachers‟ Federation (CTF)
between 1997 and 2004, Canadians cited class size reduction as the most
pressing education spending priority. In the October, 2004 poll, some 76 per -
cent of those surveyed said that public school classes are too large.
On the other side of the debate, some economists, researchers and
education specialist cite a lack of empirical support and considerable costs as
their reasons for doubting that class size reduction benefits students. Adonizio
and Phelps (2000) established that the policy of reducing class size is cost
effective than other feasible methods of improving student‟s achievements.
27
Hanushek (1999) in Tennessee‟s STAR Project remarked that the small class
advantages observed in Project STAR were very modest and almost exclusively
obtained in the first year of exposure to a small class. Turning to the
international evidence, Hanushek (1999) observes that the wide discrepancies in
pupil-teacher ratios across countries and time show little relationship to
achievement. In science and math tests, for example, such countries as South
Korea, with very large class sizes, routinely out- perform countries such as the
US and Canada where classes are much smaller.
Senior Secondary School Students (SSSS)
The BBC English Dictionary explains a school‟ as;
1. A school is a place where children are educated; (2) used to refer to the
pupils or teachers at a school; (3) University department and colleges are
sometimes called schools (4) In America, University is often referred to
as school. Therefore, a secondary school is a school for pupils between
the ages of II and 18.
The „Chambers Dictionary (New edition, 1999) describes „a student,‟ „as a
person who studies, a person devoted to books or to any study; a person who is
enrolled for a course of instruction, especially at a higher or further education
establishment; an undergraduate, a member of the foundation of Christ Church,
Oxford, answering to a fellow elsewhere; the holder of a studentship; a school
pupil; a person learning a specified profession, etc (as student teacher, student
nurse) In the context of this work, Senior Secondary School students refer to
28
children at post primary schools who are likely to be in Senior Secondary
School classes 1-3, and who may be between the ages of 11 and above. This
researcher intends to use the SSS II class for this study.
Performance: Another very important word to be explained hence, it is related
to this work is „performance‟: „Performance‟ is the noun form of the verb
„perform‟ which means to do; to carry out duly; to act in fulfillment of; to carry
into effect; to fulfill; to bring about; to render, to execute; to go through; to act;
to play in due form; to do what is to be done, etc. „Performing; a carrying out of
something; something done; a piece of work; manner or success in working;
execution, especially as exhibition or entertainment; an act or action; the power
or capability of a machine (esp a motor vehicle) to perform an instance of
awkward, aggressive embarrassing, etc, behaviour, as put across by The
Chambers Dictionary (New edition, 1999) In the context of this work,
„performance‟ refers to carrying out of something; something done; and manner
or success in working, since the researcher‟s work „is on the effect of class size
on Senior Secondary School Students‟ Performance in essay writing in the
English Language.
Essay Writing: This is one of the must crucial terms in the researcher‟s title
that requires explanation. Writing is one of the four language skills, the other
three being listening, speaking and reading. Writing is a more difficult task to
accomplish than the other language skills, said Ogbuehi (2004) It is easier, for
instance, to convey one‟s thoughts through a speech, the most common mode of
29
communication, than through a piece of writing. In speech, gestures, winks,
smiles, nods, shrugs, tone, and in fact, the presence of the speaker, all help to
clarify and repeat points when necessary. But in a piece of writing, the writer‟s
ideas gain performance and independence. Essay writing is an aspect of English
language whose importance in the over-all moulding of a well-round student is
of great importance. Every institution of learning recognizes this fact. It is
popularly known as „composition writing‟. In the secondary, school, it is simply
„essay writing‟, and in the higher educational institution, it is just „essay‟.
Writing, it must be emphasized, is difficult for anyone even the most
prolific writers. Research confirms this; Levin (1976:78); Barnet and Stubbs,
(1980:11). Many experienced writers concur, Hall, (1974:25-38): Mccrimon,
(1972:45). Essay writing is directly related to the student‟s ability to perform
creditably in his subjects, for as a critic says:
‘in any examination, most of the subjects will require some essay-type
answers, and a student who knows his materials and can write a good
essay is sure of success’.
Recent developments in English studies suggest a re-newed interest in
reading and teaching of essays. The work of Chris Anderson, Warmnuck,
Ogbuehi, and Otagburuagu et al has produced articles and books directing
professional attention to literary non-fiction. New anthologies seek to engage
students with classic essays as well as current essays by influential
30
contemporary writers. Generating much of this work is awareness that the essay
is a powerful modern genre, a major vehicle for public discuss. There are five
major types of essays: description, narration, exposition, argumentation, and
Letter-writing, which is part of continuous writing, like essay, but unlike essay
has a format.
Exposition is an important form of writing. Expository writing is detailed
explanation. It explains a process an idea or a feeling. The expository writing
involves the elements of descriptive essay in that it contains a great deal of
description and explanation or narration. It explains how things work or operate
and show their relations with other things. The present tense is generally
preferred because the process, concepts, or idea being explained has relevance
not only for a particular time, but also for all times. Clarity and precision are
required in exposition. Exposition involves analysis and definition of key
concepts, a well-defined point of view, and logical presentation of explanatory
details. People engage in exposition when they want to inform, instruct; and
explain a process.
Argumentation is another kind of essay writing. Gerald L. (1983) pointed
out that argument, unlike explanation seeks to prove. Proof becomes necessary
when disagreement arises over an issue or principle. Arguments arise because
most ideas do not often have absolute values, and certain relativity applies to
them, too. This assertion does not in any way negate the fact that some ideas are
absolute and any attempt to make them controversial results blind argument.
31
Daily, in and outside the classroom, we are confronted with likely argument on
topical issues in the society. There are two forms of arguments, logical and
persuasive. The former appeals to the rational faculty of the reader, the latter
appeals to his emotions. The application of any of the methods depends on the
writer‟s purpose. In logical argument, the writer is involved in two kinds of
reasoning: inductive (a posteriori) and deductive (a priori). The former
examines specific examples and proceeds to make a general statement, while
the latter moves from a general statement to a specific deduction.
Article writing on the other hand specifically is writing for publication in
a newspaper or school magazine. The subjects of an article for publication cut
across the different kinds of writing that are being discussed so far-exposition;
argumentation, description and narration. This is because it serves various
purposes, which includes
(i) To educate or inform;
(ii) To entertain;
(iii) To explain the process or guidelines of doing something.
(iv) To argue a point or to prove a case or to balance two sides of an
argument
Letter writing is part of continuous writing, like essay writing. But it has
a format, unlike essay. It is expected to adhere to all the rubrics of good
composition: appropriate choice of words, variety of sentence patterns, good
paragraphing and appropriate transitional words. There are two major forms of
letter writing. Lord Philip D.S. Chesterfield, 4th Earl of Chesterfield
32
popularized the art of English letter writing. In its ordinary meaning, a letter is a
message that is written down on paper and usually put in an envelope and sent
to somebody.
In the Association of Departments of English (ADE) policy statements,
(1980) there is a guideline for class size and workload for college and
University teachers of English, which remarked that the process of learning to
write clearly and effectively is not a simple matter of acquiring information or
memorizing rules. It requires a parallel and simultaneous process of learning to
read with more sophistication. Because reading and writing are related
activities, learning to write entails a complex interraction between writer and
reader: students write; teachers respond. But a teacher‟s response must be more
than „correcting‟ and more than perfunctory grading. Evaluations must involve a
detailed reaction, often in conference with the students, to each piece of writing:
Good teachers want to teach as many students as they can teach. But if teachers
are forced to respond to the writing of more than sixty students weekly, they
will necessarily oversimplify their responses. Their students will not learn that
the basic ingredient of good writing and good reading is the ready and vigorous
ability to understand, to formulate and to express ideas. Students will regard
their own writing as a mere exercise unworthy of careful attention or serious
thought:
Students in developmental (remedial) composition need considerable
individual help and more detailed responses. Students in advanced composition,
33
business and technical writing, or creative writing are likely to produce a greater
volume of more complex writing, thus a greater proportion of a teacher‟s time is
required to respond to what they have written. It, therefore, becomes pertinent
to state that the National Council of Teachers of English (NCTE, 1998) in
conjunction with the Association of the Departments of English (ADE, 1980)
endorses the following standards among others:
i. English faculty members should never be assigned more than 12 hours
a week of classroom teaching. In fact, the teaching load should be less,
to provide adequate time for reading and responding to students
writing, for holding individual conferences; for preparing to teach
classes and for research and professional growth.
ii. Not more than 20 students should be permitted in any writing class.
Ideally, classes should be limited to 15. Students cannot learn to write
without writing in sections larger than 20, teachers cannot possibly
give student writing the immediate and individual response necessary
for growth and improvement.
iii. No English faculty member should teach more than 60 writing
students a term if the students are developmental, the maximum
should be 45.
iv. No more than 25 students should be permitted in discussion course in
literature or language. Classes larger than 25 do not give students and
teachers the opportunity to engage literary tests through questions,
34
discussions, and writing. If lecture classes must be offered, teachers
should be given adjusted time or assistance to hold conference and
respond to students writing (Steve Olsen, 1998 ADE Website)
English Language
Dewey, (1956) the twentieth century intellectual giant in philosophy of
education has called language „the tool of tools in learning and in all human
experiences. He argues that language acts as the true mechanical go-between to
convey observations and ideas that have prior and independence existence.
Language, therefore, expresses thought as pipes conduct to and from tanks in
human environments.
The English Language is undoubtedly the most important legacy of the
British colonial masters to Nigeria. The adoption of the imperial tongue as a
language for wider communication dates back to 1862 when Lagos was
formally established as a colony by the British invaders. The implantation,
acceptance, and role of English in the body politic of Nigeria started with it
being adopted as the channel of instruction in 1882. With the growing
importance of the English Language, more than 800 million people around the
world today use it as a first or second language. It has become the world‟s
lingua franca of education, aviation, tourism, diplomacy, science, technology,
commerce and industry.
The explosion of technology in today‟s world depends solely on
information and this, is most often conveyed in English, both nationally and
35
often internationally. Japan is a case in point, where English is neither an
official nor semi-official language, yet it is a required subject in school and is
used as a basic technical language in industry.
In Nigeria, the English Language is a compulsory subject in primary and
post primary schools. Examination bodies-Joint Admission Examination Board
(JAMB), the West African Examination Council (WAEC), and the National
Examination Council (NECO) to name a few made the English Language
compulsory in their exams. In a nutshell, English provides Nigerians with a
window on the world.
Theoretical Framework
Learning is a relatively enduring change in behaviour, which is a function
of prior knowledge (Practice). The main objective of school as an institution is
to bring certain desirable changes in the behaviour of children through the
process of learning. As a process, learning has four attributes.
i. Learning is a permanent change in behaviour. This does not include
changes due to illness, fatigue, maturation, use of intoxicants, etc.
ii. Learning is not directly observable, but manifests in the activities of
the individual
iii. It results in some changes of enduring nature.
iv. Learning depends on practice and experience.
The emphasis of this study is on how the class size (environment) will
influence the essay writing (academic activities) of the students. In education,
36
two major groups of theorists have dominated discussion in connection with the
learning process. These are the stimulus-response (S-R) associations who
stressed mechanistic learning and the development of psychomotor aspect of the
learner. The Psychomotor learning involves the use of manipulative skills, the
hands, and the minds, etc. the cognitive field theorists emphasize that any new
idea or experience is embedded on already known one. In the view of
J.B.Watson, when a stimulus and response (S-R) occur at the same time in close
contiguity, the connection between them is strengthened. The strength of
connection between stimuli – response (S-R) depends upon the frequency of
S-R repetitions. Watson stressed law of frequency, but not of effect. He
emphasizes the importance of frequency or exercise in learning. He pointed out
that for the explanation of learning, understanding of brain and its function is
very essential. He stresses that behaviour is learned by interacting with external
environmental stimuli. In the case of this research, the researcher focuses on
class size as the external stimuli. Watson‟s theory has great impact on the
education system; hence, emphasis was laid on providing conducive
environment in school for efficient and permanent learning through sufficient
practice and exercise. It is pertinent to state here, that, sufficient practice and
exercise which Watson advocates is the major focus of the researcher, hence,
the researcher feared that large class size undermines the supposed sufficient
practice in classes amongst students in schools.
37
The cognitive field theorists – the Gestalt Psychologists believe that man
reacts to pattern of his own perception when he faces a problem, depending
upon the set of stimulating conditions in the environment. Cognitive learning
theory aims at a comprehensive theory of learning from the simplest to the most
complex occurring in the organism.
Again, cognitive learning theory is not based on what a person knows, but
on the response or functions in terms of what he perceives or believes and the
explanation of this functioning must be sought in terms of the factors, which
govern such perception.
Eclecticism.
The researcher, after careful study of the two major theorists – the stimulus
– Response (S-R) Associationist and the Cognitive Field Theorists understand
that the theories are pertinent to the researcher‟s topic, the effect of class size on
Senior Secondary School‟s students performance in essay Writing in English
Language. This is because, in J.B. Watson‟s S-R Learning theory, the law of
frequency or exercise is very much important in essay writing where a lot of
exercises are hoped to be done by students. On the other hand, the cognitive
field Theorists advocate that man perceives and thinks as wholes, and react to
pattern of his own perception when he faces problem, parallels to what is
obtained in essay writing whose topics are often treated as wholes. In
conclusion, the stimulus response, which is based on exercises show what is
done in ideal learning and practice of essay writing, while the essays in WAEC
38
or NECO exams require full treatment of each topic that a candidate chooses.
Because both theories have impact on the researcher‟s work, hence, the coinage
eclecticism in learning theory.
Empirical Studies:
Eke (1991) carried out research on large class and students‟ academic
achievement in the English Language and mathematics. The researcher sampled
10 secondary schools using stratified proportionate random sampling technique.
WASSCE results from the schools served as instrument. Chi-square was used
for data analysis. The researcher found out that class size does not affect
students achievement, but variables such as the quality of teacher, economic
background of parents, school equipment, access to libraries, location of
schools, supervision by inspectors of education to name but a few do affect
students‟ achievement. However, Eke could not stipulate the aspect of the
English Language on which his research was carried out, thereby prompting the
present researcher to investigate the effect of class size on senior students‟ essay
writing in the English Language.
Gorka (1992) carried out the effects of staff development programme in
writing process on learners‟ writing skills and attitudes towards writing. The
purpose of the study was to determine the effects of staff development
programme in the writing process on (a) Learners‟ quality of writing skills and
(b) Learners‟ attitudes towards writing. Gorka sought to determine differences
in students‟ writing, which exist between the learners of elementary classroom
39
teachers, trained in the writing process of staff Development Programme and
those learners of elementary classroom teachers not trained in Writing Process
of Staff Development Programme within the same school system. This work has
a relationship with the present researcher‟s work because each of their work aim
at writing of essays as a key factor in the English Language.
The sample consisted 30 elementary classroom teachers randomly drawn
from seven public elementary schools in the school district with 15 assigned to
the treatment while 15 to non-treatment group. There was an in-class response
for students directed by the teachers. A randomly selected sample of 120 essay
questions was employed. MINIAB softer ware package was used to analyze the
data.
Woessmann and West (2002) conducted a study spanning 18 countries on
the effect of class size on students‟ achievement. They considered each nation
separately. The authors found that in six of 18 countries including Canada, a
minimal relationship between class size and test scores in the middle grades
could be ruled out. In additional five school systems, they could rule out large
class size effects, but not necessarily small ones. It was only in Greece and
Ireland that smaller classes did appear to show superior student performance. In
Canada‟s case then, these results conform to the descriptive statistics, in that
class size has no noticeable impact on students‟ performance in high school.
The research work relates to the present work, hence, both of them center on
effect of class size on performance. However, the present researcher intends to
40
find the effect of class size on essay writing. More so, Wessmann et al carried
out theirs overseas, while the present work shall be conducted in Nsukka
Education Zone of Enugu State of Nigeria.
Ding and Lehrer (2004) measured the differences in students‟ scores on
tests in mathematics, reading, and writing, in small or regular classes in
kindergarten. The students were randomly placed in small and large classes. The
researchers confirm that students benefited in all subject areas while attending a
smaller class in either kindergarten or grade one, but by the time students
finished grades two and three, those benefits had finished, that is, whether
students had been in small or regular classes since kindergarten made no
noticeable difference in their performance or standardized tests at the end of
grades two and three. The research work relates to the present researcher‟s work
since both of them are investigating effect of class sizes on performance, but
differed in the instrument and population.
Uzoegwu (1995) carried out a study on the effect of the guided and non-
guided essay teaching methods on students‟ performance. Four schools: 2 boys
and 2 girls schools) in Nsukka Urban location were used for the study. The
instrument for data collection was essay writing. The major findings of the
study were that: there were significant difference in the mean performance of
students taught essay writing using guided and non-guided methods. Also, there
was no significant interaction between the teaching method and gender on
students‟ performance in essay writing. This study is of great interest to the
41
researcher because essay writing which was the instrument used is also being
used by the present researcher, and that the secondary school students in Nsukka
Local Government were sampled.
Hanushek (1999) in his review of the evidence on the studies that look into
later Primary (three to six) and secondary grades first points out that over the
past quarter century, there has been a steady decline in pupil/teacher ratios in
U.S., without a corresponding increase in measures of students‟ achievement.
Turning to the international evidence, he observes that the wide discrepancies in
pupil teacher ratios across countries and time show little relationship to
achievement. In science and math tests, for example, such countries as South
Korea with very large class sizes, routinely out-perform richer countries, such as
the U.S. and Canada where classes are much smaller.
This study was designed to examine experimentally the differences
between four class sizes ranging from 16 to 37 pupils by randomly assigning
students and teachers to a particular class size (16,23,30, or 37). Sixty-two
classes of students in the fourth and fifth grades from 11 schools in
Metropolitan Toronto participated. This study relates with the researcher‟s
work, hence, both center on class size, although the current research work shall
be carried out at Nsukka, Nigeria.
Besides, the Hywel Coleman Lancaster Leads Language Learning in
Large Classes, a research project based in the United Kingdom ignited much
more interest in the investigation of language learning and teaching in large
42
classes. In Coleman‟s Project Report (No.6) on language learning in large
classes in Nigeria, which was published in 1989, he noted that English language
classes in Nigeria Universities and polytechnics were the largest when
compared with those in the other parts of the world, which the project covered.
Otagbururagu and Enuesike (1991) replicated the research methodology using
more respondents. The co-authors upheld the findings of Coleman about ELT
class size in Nigeria Universities. It was founded out that the class size in the
Use of English language classes range from 200 to 600 in Nigerian Universities.
The point of interest for the researcher is that the research work under study was
on class size in which the present researcher‟s work anchors on.
Gender as a factor in academic performance has generated a lot of
concern for education at different levels. This concern arose from emerging data
on differential gender performance (achievement) in all the subjects offered in
schools (SS level).
However, a lot of work has been done in some subjects, there are still
some subjects, which are yet to be looked into: essay writing in the English
Language. There are a lot of conflicting findings as regards the issue of gender
and students academic performance. For example, Nwosu in Okoye (2003)
attempted the comparative effects of two method of acquisition of science
process skills she proposed sex as a factor in the acquisition of science process
skills. The subjects consisted of 144 senior secondary class I students who were
randomly sampled from two education zones of Adamawa State. She used a
43
self-designed questionnaire to collect data. Results showed among others that
sex, as a variable has no significant influence on acquisition of science process
skills.
This finding is of great interest to the researcher hence gender is a
variable and senior secondary students are subjects.
Okoye (2003) on effect of audio-taped instructions supported with
pictures on student‟s achievement and relation in selected biology content, with
1,200 biology students in senior secondary class two (SSII) in Mubi Education
Zone in 2001/2002 academic session. He analyzed his data using ANCOVA and
found out that female students achieved significantly higher scores than male
students in both achievement and retention tests were significant. The work is of
interest to the present researcher because Okoye made use of senior secondary
class two (SSII) and ANCOVA, which the present researcher uses in his work.
Again, Azikiwe (1992) observed under enrolment of girls in the various
subject offered in schools especially in science and technology related courses
that from 1986 to 1988, the percentage of boys and girls who sat for WAEC
during the periods mentioned are boys 60%, 85.9% and 61.0% while girls‟ are
40%, 14.1% and 39.0% for 1986, 1987 and 1988 respectively.
Summary of Literature Review
The available literature makes it clear that the English Language is an
inheritance of colonialism and one of the most important subjects in the post
44
primary school curriculum in Nigeria. As such, concerted effort is being made
to teach it effectively in schools in Nigeria.
Many researchers have differing views and opinions on class size. Some
see large classes as an impediment to good academic achievement while others
maintain that it does not interfere in any way, but enhances the teaching of such
subjects as physical education and instrumental music. However, none of the
previous researchers did their work on class size and essay writing in senior
secondary schools, thereby, creating a gap for the present researcher to
investigate the effect of class size on Senior Secondary Schools Performance in
Essay Writing in English Language. This is deemed necessary since the essay
section is allotted the highest marks in NECO Examinations and paper I of the
English Language WASSCE.
45
CHAPTER THREE
RESEARCH METHOD
This chapter presents the method that was used for the study. It
discussed the research design, the area of study, and population of the study,
sample and sampling technique. It also showed the instrument for data
collection, validation and reliability of the instrument. The experimental
procedure and how to control some extraneous variables were presented, too.
For the analysis of data, the method that was used was discussed.
Design of the Study:
A quasi-experimental pretest, post-test non-equivalent group design was
applied in the study. This was because the non-equivalent intact classes of
subjects were involved. The subjects had already been grouped together into
classes for purpose of instruction.
The two groups involved in the study
Group Sampling Pre-test Treatment Post-test
Experi-Group
Large Class
R
01
X
02
Control Group
Small class
R 01 X 02
R – randomization of Subjects
– Indicates Pre and Posttests
X - experimental treatment
46
Area of the Study
The area of the study is in Nsukka Education Zone of Enugu State. This
is because there is apparent poor performance of students in the English
Language in Senior Secondary School Certificate Exams where the researcher is
teaching. The schools, which were used, were located in the urban and rural
parts of the local government under study.
Population of the Study:
The population consists of all the Senior Secondary Class 2 Students in
Nsukka Education Zone. About 3,434 Senior Secondary Class 2 students were
used in all the government owned senior secondary schools (According to
Planning Research and Statistics, (PRS) Unit, PPSMB Nsukka zonal Office,
2007/2008).
Sample and Sampling Techniques:
The sample size for this study is one hundred and ninety six (196) Senior
Secondary class 2 students in Nsukka Local government Area.
In the local government of my study, two schools were used. In each of
the schools, two intact stream of SS2 students were used: one hundred and thirty
three subjects were experimental group in one school, while the other school
with a sample size of 63 was control group. Both schools were government
owned senior secondary schools. These were picked through simple
randomization: Schools, which apparently have sample sizes, the researcher
highlighted.
47
Instrument for Data Collection;
The instrument the researcher used for this study is essay: two written
essays whose topics were taken from the areas stipulated in the National
curriculum which invariably covers the SS2 English Language scheme of work.
This scheme is the uniform scheme of work on English Language for Senior
Secondary Schools. This SS2 scheme covered expository writing,
argumentative, letter writing, writing article for publication, and explanatory
essay (see appendix B) the following essays were deemed suitable for the above
topics meant for SS2 students. This was because they were developed by the
English Language experts and SS2 English Language teachers in government
owned senior secondary schools.
The Topics are the following:
1. You are in SS2 now and about to choose subjects for your Senior School
Certificate Examination (SSCE), write a letter to your Parents/Guardian Stating
the subjects you intend to choose, and why?
2. Argue „for‟ or „against‟ the topic “Male children are more beneficial to
their parents than Female”
3. Write an article suitable for publication in your school magazine on „The
effects of HIV/AIDS on people in my town and solution”
4. As the president of the Youths in your community, write a letter to the
chairman of your local government area complaining about poor state of
48
the only road leading to your community and what your people have
suffered because of that.
5. Write a story which illustrates the saying: „I wish I had listened to my
parents.”
The essays tested students‟ ability to communicate effectively in writing,
their competence to express themselves clearly and coherently in a manner that
is suitable to the audience, purpose, topic and context. The researcher will use
the standard marking scheme for marking Senior School Certificate
Examination on essay by either WAEC or NECO set essay questions. Each of
the essays has 50marks allotted to it. The minimum length expected in the essay
will be 450 words (see appendix c for details).
The subjects were given a pretest before the teaching of the essay topics
for both experimental and control group, and the scores recorded. There was a
post-test after the six weeks of teaching both experimental and control groups,
and the scores taken also.
Validation of the Instrument:
The topics for the essays were drawn from the National Curriculum
where the Uniform Scheme of Work on the English Language for Senior
Secondary Schools was drawn and a marking scheme based on the WAEC or
NECO model (see appendix C) were content validated by specialists in the area
of language teaching and learning. Two of the experts are in the department of
Art Education, faculty of Education, University of Nigeria, Nsukka. Others are
49
experienced graduates in Language Education who are not only teachers in the
state government owned secondary schools in Nsukka Education zone, but also
are WAEC and NECO English Language Examiners.
The valuators were asked to;
i) Ascertain the suitability of the topics to SS2 students;
ii). Determine if the marking scheme is adequate and clear, and
iii) Find out whether the marks assigned to the topics are appropriate.
Reliability of the Test
To determine the reliability of the instrument, a trial testing of the
instrument was done using a sample of 20 SSII students from a senior secondary
school in Udenu Local Government Area of Enugu State. Since the instrument
was used for both pretest and posttest, test retest reliability was done using
Pearson Correlation to determine its stability over time. The calculated r of .85
was obtained. In order to determine the inter-rater reliability estimate, Kendall‟s
Co-efficient of Concordance was conducted. To achieve this, the ratings of three
English Language teachers were obtained and used in the computation. The
inter-rater reliability estimate got is.47. This indicates positive significant
relationships between the scores of the raters.
Experimental Procedure:
Two government owned senior secondary schools are to be used in the
study. This is because the government owned secondary schools have much
more qualified teachers., Assignment to the treatment conditions for the two
50
schools were drawn by randomization and simple balloting, hence, the two
schools are government owned, use intact classes or streams, and apparently
have comparable staff strength in terms of teaching and number. For the
experimental group, a total of one hundred and thirty three subjects are to be
used, while the control group is 63 students.
The researcher uses the lesson plans for the instrument, which is essay
that covered six weeks. The validated instrument covered essay topics for
Senior Secondary (SS2) two students in English Language culled from the
scheme of work, which invariably was drawn from the National Curriculum for
the teaching of the essay topics. The researcher had liaised with the regular
teachers in the English Language in SS2 in the two schools to be used. The
researcher had discussed with them and presents them with the validated lesson
plans for the various essay topics, as well as the WAEC, or NECO SSCE
marking scheme. As a WAEC or NECO examiner, the researcher would mainly
use fellow examiners in the English Language in the Schools chosen. Because
schools had intact classes/streams, the teachers would make use of school
timetable.
The researcher would also liaise with the class teachers to ensure
intensive teaching of essays, which cover exposition, argumentative, articles for
publication, letter-writing and explanatory essay by giving them some rewards
to motivate them. At the end of six weeks, a post test will follow. The
researcher would reframe the topics given in the pretest, thus:
51
1. Write a letter to a friend of yours in another school explaining the
subjects you have chosen for your SSCE and why?
2. Argue „for‟ or „against the topic „Female children are more important to
their parents than the male.‟
3. You are the Secretary-General of the Youth in your town; write a letter to
the authorities of your Local Government Area Complaining about poor
state of roads leading to the market in your town?
4. Write a story which illustrates the saying: „I wish I had listened to my
uncle‟
5. Write an article suitable for publication in your school magazine on the
topic, „How to avoid Acquired Immune Deficiency Syndrome in Life”
The data from the pre-test and post test will be collected and kept
separated for the experimental and control groups. The researcher will use two
independent experienced WAEC/NECO English Language Examiners/Scores to
mark the exercises. The scores obtained from the written essays will be
analyzed and used to answer the research questions posed.
Control of some Extraneous Variables
These procedures are expected to cut out bias in the study.
The period covered by the experiment will be six weeks. It is expected
that the period will be long-enough to ensure that the pre-test will not influence
the post-test, especially when the pre-test topics are reframed for the post-test.
52
Again, the two schools will be both government owned senior secondary
schools and within the same Local Government Area. This will ensure equal
standard of topics and language teachers used.
Finally, the use of intact classes, and quasi-experimental design of
pretest, post-test randomized non-equivalent groups takes care of the initial
group difference in the school.
Method of Data analysis: The research questions were answered using mean
and standard deviation while the null hypotheses were tested at 0.05 level of
significance using analysis of co-variance (ANCOVA).
53
CHAPTER FOUR
PRESENTATION OF RESULTS
This chapter is on the presentation of data related to the variables under
study. The data are presented according to the order of the research questions
and hypotheses that guided the study.
1. Research Question One: What differences exist in the mean achievement
scores of students taught in small and large class sizes?
Table I: Mean and standard Deviation of students taught in large and small
class sizes.
Group N X SD Mean Gain
Experimented
Pre-test 133 5.6767 3.62974
Post-test
Control,
Pre-test
133 9.1128 4.62479 3.4361
63 23.0952 7.61305
Post-test 63 31.1429 7.38101 8.0477
Data presented in table I (see appendix F) shows that students taught in
large class size had a mean pretest achievement score of 5.6767 and standard
deviation of 3.62974 and a post-test score of 9.1128 and a standard deviation of
4.62479. The pretest post-test mean gain is 3.4361.
The students in the control group had a mean pretest achievement score
of 23.0952 and a standard deviation of 7.61305 whereas their post-test mean
score is 31.1429 with a standard deviation of 7.38101. Their pretest post test
mean gain is 8.0477. The result in the table, therefore, suggest that the control
group, that is the students taught essay in small class size performed much
54
better than those in large class. This is shown by the higher pre-test post-test
mean gain score by the former.
2. What is the difference in the mean achievement scores of male and female
students in essay writing?
Table 2: Mean and standard Deviation of students scores on essay by gender
levels.
Gender of Students N X SD
Males
Pre-test 85 9.7765 8.07904
Post-test 85 14.8000 10.26181
Female
Pre-test 111 12.4234 10.65283
Post-test 17.2613 12.72486
Result presented in table 2 (see appendix F) highlight the relative pre-test
post test achievement scores of male and female students taught essay writing in
large and small class sizes. The data show that the males had a pretest score of
9.7765 and a standard deviation of 8.07904, whereas their posttest score is
14.8000 with a standard deviation of 10.26181. The females had a pre-test score
of 12.4234 with a standard deviation of 10.65283, while their posttest score is
17.2613 and their standard deviation is 12.72486. The results serve to suggest
that females excel more in essay than the males. The higher mean achievement
score recorded by the female students lend credence to this.
55
2. Research questions three: What is the effect of interaction of students
taught in large class size and gender on student‟s achievement in essay
writing?
Table 3: Between Subject Factors.
Group Gender N X SD
Experimental
Males
65
10.1385
4.84728
Females 68 8.1324 4.20698
Total 113 9.1128 4.62479
Control Males 20 29.9500 8.39470
Females 43 31.6977 6.89560
Total 63 31.1429 7.38101
Males 85 14.8000 10.26181
Females 111 17.2613 12.72486
Grand Total 196 16.1939 11.75577
Data on table 3 (see Appendix G) shows the mean response of scores of male
and female students who were taught essay writing in large class
(experimental). The male students had a post-test mean score of 10.1385 with a
standard deviation of 4.84728, whereas their female counterpart had a mean
post test score of 8.1324 with a standard deviation of 4.20698. This result
suggests that the male students had a higher mean achievement score in essay
writing than the females. In other words, the males who are taught essay writing
in the English Language together with the females in large class size performs
higher than their female counterpart.
1. Hypothesis One: there is no significant difference in the mean achievement
scores of students taught essay writing in large or small class sizes.
56
Table 4: Summary of the 2-Way Analysis of Covariance (ANCOVA) on the
effects of achievement of the students taught in large class size and those taught
in small class size and Gender.
Source
Type 111
sum of
Squares
dF Mean
Square
F Sig. Decision
Level
Corrected
Model 23499.440 4 5874;860 325.322 .000
Intercept 2228.647 1 2228.647 123.412 .000
Pre-test 2576.389 1 2576.389 132.668 .000
Experimental 1180.428 1 1180.428 65.367 .000 S
Gender 18.296 1 18.296 1.013 .315 NS
Experimental
Gender 10.678 1 10.678 .591 .443 NS
S = Significant at 0.05 level NS = Not significant
Results on table 4 (See Appendix G) above indicate that the treatment as
main factor is significant on students‟ performance in essay writing. This is
because the f- value of 65.367 is shown to be significant at .000 levels. This
then means that at .05 levels, the f value of 65.367 is significant/. There is
therefore, a significant difference between students taught essay writing in
English Language in small class size than in large class size. In other words, the
null hypothesis of no significant difference in the mean achievement scores of
students taught essay writing in large class is rejected.
2. Hypothesis Two: Gender is not a significant factor in the mean
achievement score of students in essay writing.
The table 4 above presents the analysis of the difference between the
mean achievement scores of males and females. From the table, it can be
observed that the f-value of 1.013 in respect of gender as main factor is shown
57
to be significant at .135 levels and, therefore, not significant at .05 levels. Thus,
the null hypothesis of non-significant is accepted.
3. Hypothesis Three: There is no significant interaction effect of students
taught in large class size and gender on the mean achievement score of students
in essay writing.
The interaction effect of students taught in large class size and gender as
shown in table 4 is not significant. This is because the f-value of .591 with
regards to interaction between students taught in large class size and gender is
shown to be significant at .05 levels. The null hypothesis of no significant
interaction effect of students taught in large class size and gender is, therefore,
upheld.
Summary of Findings:
The major findings of the study are based on the results presented.
1. There is significant difference in the mean achievement scores of students
taught essay in small class size and those taught in large class size in
favour of students in small class size.
2. Gender was not a significant factor in the achievement of students in
essay writing. This is shown by non-significant influence of gender in the
achievement of students in essay writing.
3. There was no significant interaction effect of class size and gender on the
achievement of students in essay writing in the English Language.
58
CHAPTER FIVE
DISCUSSION, CONCLUSION, IMPLICATION,
RECOMMENDATION AND SUMMARY
This chapter is presented under the following sub-heading: Discussion of
the results, conclusion, educational implication recommendations, limitations,
suggestions for further study and summary of the study.
Discussion of the Results:
The findings of this study reveal that students taught essay in small class
size had a mean pre-test and post-test of 23.0952 and 31.1429 respectively, with
a standard deviation of 7.61305 for pre-test and 7.38101 for post-test. Their pre-
test post-test mean gain which is 8.0477 as against those taught in large class
whose pre-test post test mean gain is 3.4361 showed that the small class size
(control) performed much better than those in Large Class. This invariably
buttressed that there was effect of class size on students‟ achievement in essay
writing in the English Language. The researcher‟s result parallels to Glass
(1985) who in support of Ryan‟s assertions said that large reductions in school
class size promise learning benefits of a high magnitude.
Again, various researches and case studies of the large class phenomenon
have shown that it does not in the least help language learning (Hill 1969,
Jacques 1985, Glass. 1989; and Lacastro, 1989) These researchers have in their
different ways categorized problems in large class teaching and management
and come to the conclusion that large class size is a strong impediment to
59
achieving effective classroom integration, and consequently communicative
skills acquisition. Otagburuagu (1991) pointed out that the average class size,
whether for the teaching of English Language or any other subject grew
significantly to challenge the managerial expertise of the teacher.
Again in support of the findings of the researcher, a C.D. Howe institute
commentary on class size and Achievement in the Early Grades: Tennessee‟s
STAR Project (2005) provides the most widely cited results on early grade class
size effects, but there are others with similar results. Project STAR found that
students in small classes (13 to 17 pupils) performed better on standardized tests
than students in regular classes (22 to 25 pupils). As Hanushek (1999) and
others remarked, the small-class advantages observed in project STAR were
very modest and almost exclusively obtained in the first year of exposure to
small class. Ding and Lehrer (2004) confirmed and refined this now widely
accepted conclusion. The authors found that Project STAR benefited in all
subject areas from a smaller class in either kindergarten or grade one. They
further stated that whether students had been in small or regular classes
kindergarten made no noticeable difference in their performance on
standardized tests at the end of grades two and three.
However, Biddle and Berliner (2002) were of contrary view on the gains
of class size. Their argument that older students have long developed their own
habits for coping with standard classroom and these are not likely to change just
because class size is reduced. The researcher viewed that they approach class
size from the socialization theory perse.
60
In line with the above, studies that look at later primary (three to six) and
secondary grades indeed generally find no significant improvement in students‟
performance from smaller classes. Hanushek (1999) first pointed out that there
has been a steady decline in pupil-teacher ratios in the U.S. without a
corresponding increase in measures of students‟ achievement. Turning to the
international evidence, he observed that the wide discrepancies in pupil-teacher
ratios across countries and time show little relationship to achievement. In
science and math tests, for example, such countries as South Korea with very
large class sizes routinely outperform richer countries, such as the U.S. and
Canada, where classes are much smaller.
Nevertheless, an earlier survey of the literature identified 112 studies of
the effect of class size on achievement (Akerhielm 1995). Of these, nine
identified a positive and statistically significant effect of smaller class size on
achievement, 14 identified a statistically significant negative effect and 89
studies showed no significant effect.
On the other hand, the available empirical evidence confirms the
preponderance of the quality effect: “Variations in teacher have been shown to
be extraordinarily important for student achievement, and econometric studies
indicate that these variations completely dominate any effects of altered class
size” (Hanushek 1999, p163). The current researcher thinks it may be true but it
was not within the scope of his work – consideration of teacher quality.
61
Further more, evidence from the study reveals that gender has significant
effect in the essay writing in large and small class sizes. The higher mean
achievement score recorded by the females portrayed them as having excelled
more than their male counterparts. It could be rightly said that the treatment
condition favoured the females. The researcher‟s findings agreed with earlier
evidence in the literature, which emphasized the superiority of the females over
the males in Language learning. Nash (1979) states that females tend to do
better on tests of verbal ability including such components as fluency, reading
comprehension, analogies and creative writing.
In addition, White (1990) upheld that females are superior to the males in
such writing tasks as autobiography fictional, narrative, arguments, and
procedural planes: On the other hand, males proved superior in the use of
technical register for explaining things, the use of arguments to support a
strongly held point of view. However, Otagburuagu (1996), Eze (1998), and
Ngonebu (2000) have a contrary view to the researchers‟ findings. They opined
that male students perform better than females in the English Language. This is
in consonance with White (1990)‟s viewpoint later.
Nevertheless, there are various schools of thought on gender issue. While
some see gender differences on the biological view point, others claim that
socialization is the main cause. When it comes to pattern of effect on gender,
the literature becomes more divided as the researcher highlighted above.
62
More so, the effect of interaction of students taught in large class size and
gender on students achievement in essay writing with the females showed that
the males who are taught essay writing together with the former performed
higher than their female counter parts. In conclusion, the principal findings of
the researcher are:
1. There is significant difference of students taught in large class size and
those taught in small class size in favour of students in small class size.
2. Gender was not a significant factor in the achievement of students in
essay writing. This is shown by non-significant influence of gender in the
achievement of students in essay writing.
3. There was no significant interaction of class size and gender on the
achievement of students in essay writing.
Educational Implications:
The result of the study holds implications for students, teachers, the
government and curriculum planners.
For the students, there will be substantial changes in the way the English
language learners are educated: a change in teaching students essays with regard
to class size results to improved academic performance by students in the way
the English Language Learners are educated. It has been found that there is
urgent need to use small class size in the essay writing lessons to ensure
constant practice and correction by students and teachers respectively.
For the teachers of the English Language, a small class size should be
adopted while teaching and marking essay topics to ensure regularity of
63
assignments and corrections (especially individual attention) on students who
lag behind.
Further more, all the required attention by teachers of the English
Language on students in essay writing cannot be achieved if the government
failed to recruit more qualified English Language teachers that would be
deployed to schools. These entail more funds to be pumped into education by
the government. If this is done, attracting the best candidates to education
faculties and selecting the best teachers for available positions; increasing the
number of teachers to reduce class size logically leads to lower average teacher
quality
Above all, the curriculum planners will have been provided with a
workable panacea for improvement in essay writing, which invariably becomes
innovative in curriculum reform in education in the country.
Recommendations:
Based on the above implication from the result of the study, the following
recommendations are suggested for teachers, students, government and
curriculum planners.
Teachers of the English Language and even other subject areas should
learn to transfer the ownership of learning to the students by the latter‟s active
participation by doing. Students know by doing. Individual teachers need to
develop and utilize already developed innovative cost saving pedagogical
strategies to complement their efforts in the overwhelming, large class
64
syndrome. Moreover, various educational interested organization advocate for
the development of inexpensive large class coping devices. The Organization
for Economic co-operation and Development (OECD), and the World Bank
(SAIP 2002 and 2004) for instance, stress the need for the preparation of new
types of teaching materials, for staff development programmes and teacher
education directed to non-traditional methods of teaching as a means of curbing
the effects of large class size (Ryan; 1985).
Part-time and temporary teaching appointment should be avoided as a
role. Temporary appointments are often abused, particularly when these
teachers work under trying conditions for inequitable remuneration. Since
integrity of commitment and continuity of effort are essential to ensure quality
teaching, every effort should be made to fill continuing departmental needs with
full-time appointments.
Again, the management methods offered by the communication skills
project (COMSKIP) should be embraced by language teachers for practical
large-class management. For instance, in UBE, the major consideration is an
analysis of learner-needs and direction of such pre-identified needs towards
development of better teaching and learning materials and more appropriate
classroom integration.
To make the researchers innovation known, the government should
conduct seminars and workshops for the teachers of English, to make the
65
teachers familiar with the essence of the method in the teaching of essay
writing.
Limitations of the study:
1. Complete randomization was not possible because of the use of intact
classes
2. The English Language teachers used for this study were regular English
Language teachers in the sampled schools. Apart from the schools being
government owned schools, and the teachers being WAEC and NECO
examiners, other factors like level of competence and personality, which
was not considered, could have been important variables, which could
affect results.
3. Although the teachers used for this study were subjected to training, the
differences in individual teachers instructional approach cannot be
completely ruled out. To this extent, little errors may have been
introduced into the study.
Summary of the Study:
The interest of Language educators and researchers over students
persistent poor achievement in the English Language brings about the search for
meaningful instructional strategies since low performance of students in the
English Language at the Senior School Certificate Examination (SSCE) is
attributed to poor performance in the English Language Paper I (Essay,
comprehension and summary). Of which, the marks allotted to essay is the
greatest. The poor performance noted might be due to the way essay in English
is taught in schools, as highlighted in Oluikpe (2004)
66
This study, therefore, sought to explore the effects of class size on essay
writing on Senior Secondary School Students.
The study employed a quasi-experimental pre-test, post-test non-
equivalent group design in carrying out the investigation. One hundred and
ninety-six senior secondary class 2 students drawn from two (2) schools owned
by the government in Nsukka Education Zone were used. The study formulated
three (3) research questions and three (3) hypotheses tested at 0.05 level of
significance. The sampled schools were randomly assigned to experimental and
control groups and have male and female students. In each of the sampled
schools, their regular English Language teachers taught the students.
Data on students‟ achievement were collected after the students in both
groups were pre- and post tested. Various measures were taken to control
possible extraneous factors capable of affecting the validity of the study. the
data generated from the study were analyzed using mean, standard Deviation
and Analysis of Co-variance (ANCOVA). Results of the study show that:
1. There is significant difference of students taught in small class size and
those taught in large class size in favour of students in small class size.
2. Gender was not a significant factor in the achievement of students in
essay writing. This is shown by non-significant influence of gender in the
achievement of students in essay writing.
3. There was no significant interaction of class size and gender on the
achievement of students in essay writing.
67
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72
Appendixes
A. Planning Research and Statistics (PRS) Unit, Post Primary Schools
Management Board, Nsukka, 2006/07
B. Uniform Scheme of work on English Language for Senior Secondary
Schools.
C. The West African Examinations Council English Language I Marking
Scheme
D. Letter of Validation
E. Lesson Notes
F. Reliability of the Instrument
G1. Means Analyses Pretest –Posttest.
G2. Univariate Analysis of Covariance
Data Analyses of the Pretest and post test.
73
Department of Art Education
Faculty of Education,
University of Nigeria,
Nsukka.
9th
Oct., 2007
Dear Sir/Madam,
VALIDATION OF INSTRUMENT
I humbly write to enjoin you to validate this research instrument, „essay writing‟
which I intend to use in order to find out the Effects of Class Size on Senior Secondary
School Students Essay Writing in English Language.
My research design is a quasi-experimental Pre-test Post-test non-equivalent group
design. I will use two government owned senior secondary class 2 students for both control
and experimental groups. I intend to use the Lesson plans I attached to this letter to teach
argumentative, expository, narrative, descriptive essays and Letter-writing for Six weeks
during which I will administer pre-test first and later, the post-test.
Therefore, kindly assess (and give correction) on.
I. the suitability of the essay topics below to SS2 students;
II. determine if the marking scheme is adequate and clear;
III. find out whether the marks assigned are appropriate, and finally
IV. the duration of the field work.
1. write a letter to a friend of yours in another school stating the subjects you
intend to choose for SSCE, and why.
2. Argue „for‟ or „against‟ the motion “Female Children are more important to
their parents than the male
3. You are the secretary-General of the Youths in your town, write a letter to the
authorities of your local government area, complaining about poor state of
roads leading to the only market in your town.
4. Write a story which illustrates the saying “I wish I had listened to my uncle”
5. Write an article suitable for publication in your school magazine on the topic:
How to avoid Acquired Immune Deficiency Syndrome (AIDS) in Life”.
Then, the marking scheme should be WAEC standard, thus:
Content = 10; Organization 10;
Expression 20; Mechanical Accuracy (AYIO given a total of fifty (50) marks.)
I would be grateful if you validate this for me.
Yours faithfully
Nnaji, Anthony I.
74
(PG/Med/04/35390)
Week 2
The Sample Lesson Plan
Lesson Plan I Subject: English Language
Broad Area: Essay Writing.
Period: Double (70 minutes)
Topic: Argumentative Essay.
Specific Objective: By the end of the lesson, the students should be able to:
i) explain what argument essay is;
ii) generate topics which are argumentative
iii) write a very good argument essay,
Entry Behaviour: Students take sides on certain issues.
Set Induction: Why do you prefer pounded yam to rice with stew?
Instructional Procedure:
Content
Development
Teacher‟s Activities Students‟ Activities Strategies
Introduction The teacher introduces the topic and
discusses the meaning of argument
essay. He further tells the students
that argumentative essay requires one
to;
i) Prove a point,
ii) Present a viewpoint;
iii). Balance two sides of an
argument.
The students listen to the
teacher‟s explanation.
They later say what they
feel argument essay is all
about.
Explanation
Discussion.
Argument
Topics
Teacher with the students generate
argument topics. He writes them on
the chalkboard.
Students generate topics
that are examples of
argument essay
Use of
examples
Questioning
The
Vocatives
He tells students that vocatives marks
introduction of debatable topics thus:
the Moderator, Panel of Judges, Co-
debaters, Ladies and Gentlemen.
The students repeat after
the teacher the vocatives
Repetition.
The Body Teach the students to take a stand and
back it up with reasons.
Students listens to the
teachers explanation and
asks questions.
Listening
explanation.
Evaluation Ask the students these questions:
i) What do you understand by
argument essay?
ii) Mention 2 argumentative topics
iii) Write „For‟ or „Against‟ the
motion, “Female Children help their
parents more than their male
counterparts”
Students answer the
questions
Questioning.
75
Conclusion Conclusion
Week 3
The Sample Lesson Plan.
Lesson Plan 2
Subject: English Language
Broad Area: Essay Writing.
Duration: Double Period (70 minutes)
Topic: Expository Essay.
Specific Objective: By the end of the lesson, the students should be able to:
i) explain exposition;
ii) generate topics for exposition;
iii) write good expository essay,
Entry Behaviour: The students have learnt argumentative essay.
Set Induction: Why do people argue?
Instructional Procedure:
Content
Development
Teacher‟s Activities Students‟
Activities
Strategies
Introduction The teacher tells the students that
exposition is detailed explanation.
Expository writing explains a process, an
idea, or a feeling. It contains great deal of
description and explanation. The present
tense is generally preferred because the
process, concept or idea being explained
has relevance at all times.
Students listen to
the teachers
explanation
Explanation
Listening
Features of
Expository
Writing
He further tells the students that expository
writing has standard structure of
introduction, body and conclusion. He tells
the students what are done at each stage.
He guides the students in generating topics
for exposition.
Students listen
and ask questions
Students generate
topics for
exposition.
Listening,
Explanation
Questioning
Evaluation He asks the students the following
questions:
i) What do you understand by exposition?
ii). Mention at least 2 topics for exposition.
iii).Write not less than 450 words on “The
processes involved in the preparation of my
favourite food.”
Students answer
the questions
Questioning.
Conclusion He tells the students that exposition
combines the elements of narrative and
descriptive essays.
Recapitulation
76
Week 4
The Sample Lesson Plan.
Lesson Plan 3
Subject: English Language
Broad Area: Essay Writing.
Duration: Double Period (70 minutes)
Topic: Imagination Writing,.
Specific Objective: By the end of the lesson, the students should be able to:
i). Say the features of imaginative Writing;
ii). Give examples of topics good for imaginative Writing;
iii) Narrate an experience or event that is not real but imagined.
Entry Behaviour: The students have been introduced to expository writing.
Set Induction: Mention the features of exposition.
Instructional Procedure:
Content
Development
Teacher‟s Activities Students‟
Activities
Strategies
Introduction Teacher explains that imaginative
writing is a type of narrative in which
the student writes on an experience or
event that is not real but imagined. It
calls for creativity and thoughtfulness.
Students Listen. Listening
Explanation
Features of
Imaginative Writing
It has the same features as the narrative
essay, but here the writes creates the
person, event or experience in his mind
and discusses it as if it were real.
The story should have a beginning a
climax, and a conclusion. It is very
important that the ending or moral
should follow naturally from the story.
He guides the students to give
examples of imaginative essay.
Students listen
and ask questions
Explanation
Evaluation He asks the students these questions:
i) give good examples of imaginative
writing
ii) Narrate an experience you have had
or heard which illustrate the saying:
“Make hay while the sun shines”
Students answer
the questions.
Questioning
Conclusion He tells students that to do well here, a
student must be creative, imaginative
and reflective
Students listen
and ask questions
Recapitulation
77
Week 5
The Sample Lesson Plan
Lesson: Plan 4
Subject: English Language
Broad Area: Essay/Letter Writing.
Duration: Double Period (70 minutes)
Topic: Letter Writing (Formal)
Specific Objective: By the end of the lesson, the students should be able to:
i). Explain the features of formal Letter Writing;
ii). Mention topics for formal Letters;;
iii) Write a good formal letter.
Entry Behaviour: The students have learnt informal Letters.
Set Induction: What are the common features of an informal letter?
Instructional Procedure:
Content
Development
Teacher‟s Activities Students‟ Activities Strategies
Introduction:
Formal Letters.
Teacher explain formal or business Letter.. Students Listen. Explanation
Listening.
Features of
formal Letter.
He mentions among other ones: address of
the writer, date, address of addressee,
salutation, title, the and conclusion. He
explains each of them one after another.
Students listen attentively.
They ask questions where
they are confused.
Explanation
Questioning.
Topics for
Formal Letters:
The teacher mentions topics that are good
for formal letters. He guides the students to
also generate topics good for formal letters.
He writes them on the Blackboard.
Students listen to the
teacher and also name
topics suitable for formal
letter writing.
Use of
examples.
Evaluation. Teacher ask the students the following
questions:
i) What are the features of formal Letters?
ii) Mention at least 2 topics, which could
pass for formal letters?
iii) Write a letter to the Director of the
Environmental Protection Agency in your
Local Government Area complaining about
the environmental pollution of year area
and requesting that urgent action be taken
to improve the situation.
Students answer the
questions asked by the
teacher.
Questioning
Conclusion He stressed signing of name in formal
letters by the writer.