FEDERAL UNIVERSITY, OYE-EKITI
FACULTY OF EDUCATION
DEPARTMENT OF ENGLISH LANGUAGE EDUCATION
NAME: ADEGBENRO ADESEWA TOCHUKWU
MATRIC NUMBER ELE/2021/1021
Lecturer in charge:
DR MENSAH P. OSESI
[Link] T SANNI
DR. OLUWAYEMISI D. AKOMOLAFE
DR. OLUTOYIN O FAJOBI
[Link] O. ESAN
MRS ESTHER C. UDEMBA
DATE:JUNE 2025
PROJECT PROPOSAL
Title: Class Size and Effective Learning of the English Language in Junior Secondary Schools in Oye Local
Government Area of Ekiti State
TABLE OF CONTENTS
1.0 Introduction ……………………………………………………….. 1
2.0 1.1 Background to the Study ………………………………. 1
1.2 Statement of the Problem ……………………………… 2
1.3 Objectives of the Study …………………………………… 2
1.4 Research Questions ……………………………………….. 3
1.5 Research Hypotheses …………………………………….. 3
1.6 Significance of the Study ……………………………….. 4
1.7 Scope of the Study ………………………………………….. 4
1.8 Operational Definition of Terms ……………………. 5
2.0 Literature Review ………………………………………….. 6
2.1 Conceptual Review ………………………………………… 6
2.2 Theoretical Framework ………………………………….. 7
2.3 Empirical Review ………………………………………….. 8
2.4 Summary of Literature ………………………………….. 9
3.0 Research Methodology ………………………………….. 10
3.1 Research Design ……………………………………………. 10
3.2 Population of the Study …………………………………. 10
3.3 Sample and Sampling Technique ………………….. 11
3.4 Research Instruments ……………………………………. 11
3.5 Validity and Reliability of Instruments ……………. 12
3.6 Method of Data Collection …………………………….. 12
3.7 Method of Data Analysis ……………………………….. 13
References ………………………………………………………… 14
Appendices ………………………………………………………. 15
1.0 INTRODUCTION
2.0
1.1 Background to the Study
1.2
The English language plays a pivotal role in Nigeria’s education sector, serving both as a subject of study
and the medium of instruction in most subjects. However, large class sizes—particularly in public junior
secondary schools—continue to impede the effective teaching and learning of English. In classrooms
with a high student population, the quality of teacher-student interaction diminishes, classroom control
becomes challenging, and individualized attention is often impossible.
In Oye Local Government Area of Ekiti State, noticeable disparities exist in students’ proficiency in
English. This raises concerns about the possible impact of class size on academic performance. This
study, therefore, seeks to investigate the extent to which class size affects the effective learning of the
English language in this locality.
1.3 Statement of the Problem
1.4
Despite efforts by government and stakeholders to improve Nigeria’s education sector, many public
junior secondary schools continue to face the challenge of overcrowded classrooms. The limited teacher-
student interaction in such contexts may hinder effective language instruction and negatively affect
students’ academic performance in English. This study aims to explore whether class size significantly
contributes to the quality of English language learning in junior secondary schools within Oye Local
Government Area.
1.3 Objectives of the Study
This study aims to:
1. Examine the relationship between class size and students’ academic performance in English.
2. Investigate teachers’ perspectives on managing English language instruction in large classes.
3. Assess the instructional methods used in large versus small English classes.
4. Propose practical strategies to improve English learning outcomes, regardless of class size.
1.5 Research Questions
1.6
1. What impact does class size have on students’ performance in English language?
2. How do teachers manage English language instruction in large versus small classes?
3. What teaching strategies are most effective in varying class size contexts?
1.5 Research Hypotheses
H₀: There is no significant relationship between class size and students’ academic performance in
English.
H₁: There is a significant relationship between class size and students’ academic performance in English.
1.7 Significance of the Study
1.8
This study will be beneficial to:
Teachers: by providing insights into effective instructional strategies for large and small classrooms.
Policy Makers: through evidence-based recommendations to guide educational planning and resource
allocation.
School Administrators: for informed decisions in class structuring, teacher recruitment, and classroom
management.
1.7 Scope of the Study
The study is limited to public junior secondary schools within Oye Local Government Area of Ekiti State.
It will focus on JSS1–JSS3 students and English language teachers.
1.9 Operational Definition of Terms
1.10
Class Size: The number of students assigned to a classroom per teacher.
Effective Learning: Measurable academic progress and understanding demonstrated by students.
Junior Secondary School: The first three years of secondary education (JSS1–JSS3).
2.0 LITERATURE REVIEW
2.1 Conceptual Review
2.2
Class Size: Discusses the concept from international and national perspectives, highlighting ideal class
sizes and the Nigerian reality.
Effective Learning: Defines indicators such as test performance, comprehension levels, and student
engagement.
English Language Learning in Nigeria: Explores historical development, challenges, and the importance of
the language in national education.
2.3 Theoretical Framework
2.4
Vygotsky’s Social Development Theory: Emphasizes the role of social interaction in learning, which is
often reduced in overcrowded classrooms.
Piaget’s Cognitive Development Theory: Advocates for individualized learning experiences, which
become difficult to achieve in large classes.
2.3 Empirical Review
National Studies: Ajayi (2019) and Musa (2021) both reveal that large class sizes correlate negatively with
student academic performance in English.
International Studies: OECD research highlights the advantages of smaller class sizes in language
acquisition and student engagement.
2.5 Summary of Literature
2.6
The literature supports the notion that large class sizes can hamper effective learning. However, the
extent of this impact varies and is influenced by teaching methods, resources, and student
demographics.
3.0 RESEARCH METHODOLOGY
3.1
3.2 Research Design
3.3
The study will employ a descriptive survey design to assess how class size affects English language
learning in junior secondary schools.
3.2 Population of the Study
All English language teachers and JSS students in public junior secondary schools across Oye LGA.
3.4 Sample and Sampling Technique
3.5
Using a stratified random sampling technique, the study will select:
10 public junior secondary schools.
A total of 200 respondents (teachers and students).
3.4 Research Instruments
Questionnaires for both students and teachers.
Observation checklists to track classroom size, student engagement, and teacher involvement.
Academic performance records from recent English language assessments.
3.6 Validity and Reliability of Instruments
3.7
Validity: Instruments will undergo expert review for content and construct validity.
Reliability: Pilot testing will be conducted, and reliability will be confirmed using Cronbach’s Alpha.
3.6 Method of Data Collection
Distribution of questionnaires to respondents.
Classroom observation during English lessons.
Collection of students’ English performance records.
3.8 Method of Data Analysis
3.9
Data will be analyzed using:
Descriptive Statistics: Mean, frequency, percentages.
Inferential Statistics: Chi-square test and Pearson’s correlation to examine relationships between
variables.
REFERENCES (APA Style)
Ajayi, O. A. (2019). Class Size and Academic Performance of Secondary School Students in Nigeria.
Ibadan: University Press.
Musa, T. I. (2021). Teaching English in Overcrowded Classrooms. Journal of Educational Development,
14(2), 45–57.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard
University Press.
Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
APPENDICES
Appendix A: Sample Student Questionnaire
Appendix B: Sample Teacher Questionnaire
Appendix C: Observation Checklist
Appendix D: Letter of Permission to Schools
Appendix E: Academic Performance Record Format