Lesson Time, Lesson Duration, School Climate, and Class Size as Predictors of Students Mastery of English Studies
Chapter One
OBJECTIVE OF THE STUDY
The major objective of this study is to examine the influence of lesson time, lesson duration, school climate and class size on mastery of English Studies.
Other specific objectives of the study are to:
- Examine the correlations between lesson time, lesson duration, school climate and class size on mastery of English studies
- Determine the relationship between teachers’ qualification and mastery of English studies
- Asses the relationship between the use of instructional materials and mastery of English Studies
- Relationship between teaching methods and mastery of English Studies
CHAPTER TWO
REVIEW OF RELATED LITERATURE
SCHOOL CLIMATE
School climate is a relatively enduring quality of the school environment that is experienced by teachers, student, and staff affects their behavior and is based on their collective perceptions of behavior in schools (Hoy & Miskel, 2005; Keefe, Kelley, & Miller 1985; Marks 1995; Tableman, 2004). School climate describes the atmosphere, working conditions, and job demands at a school. Climate is an individual phenomenon that lends itself to quantitative research (Dennison, 1996; Hellriegel & Slocum, 1974). However, Benson (2003), Morrison (2007), and Sims (2005), noted in their quantitative dissertation studies that widening the scope of their studies by using different methodological lenses (Sims, 2005) and permitting others with the ability to see the real world differences in school climate would deepen the understanding of the construct of school climate and its impact on student achievement. Also contributing to this construct would be allowing teachers to express their opinions about the relationship between school climate and student achievement (Benson, 2003). Many researchers suggested that variables associated with school climate such as social support, caring classroom, teacher commitment, and student-teacher relations not be only desirable but prerequisites for positive behavioral change (Flay, 2000; Zullig, Huebner & Patton, 2010). Increased policing of schools, the use of metal detectors, and punitive disciplinary practices are factors that have been found to diminish a school’s climate. While these methods are aimed at making schools safer, the use of surveillance technologies and fulltime law enforcement has not served as an effective deterrent for problematic behaviors (Devine, 1996; Kupchik, 2010; Schreck, Miller, & Gibson, 2003). Increased surveillance measures in schools are linked to decreased clarity and fairness of rules (Gottfredson, Gottfredson, Payne, & Gottfredson, 2005), decreased relational trust within the school community (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010) and decreased student perceptions of safety, respect, and socio-emotional learning (McCoy, Roy, & Sirkman, 2013). Additionally, Black students and those with particular educational disabilities, even in schools where delinquency and disorder were reported as low (Welch & Payne, 2010), were disproportionately likely to be removed from the classroom for disciplinary reasons (Fabelo, Thompson,Carmichael, Marchbanks, & Booth, 2011) or suspended (Hoffman, 2014). Similarly, punitive measures were found to push out students from the school community and lead to higher dropout rates (Gonzalez, 2012). An American Psychological Association Task Force (2008) concluded that these punitive measures contributed to reduced school climate ratings. When school climate is defined narrowly, it can appear as a relatively independent factor. However, when viewed contextually, it becomes clear that it is related to everything else. In a study of urban public schools, Jones, Shindler, Cadenas, & Taylor (2003) found that all of the various aspects of climate were correlated to one another at most schools. Where one variable was found to be either high or low, the others were as well. In other words, no cases were found in which one variable, such as the discipline culture was low and another, such as student interaction was high. While more direct methods of intervention with the goal of improving student achievement make sense, if the basic structure of a school is dysfunctional, its capacity to promote its desired goals is limited (Fullan, 2003). As Anderson, (1982) and Brown & House, (1967) noted, by completing a review of the research on school climate, it was determined that school climate is a complex construct that is unique to individual organizations and understanding this construct will improve the understanding of how schools function and impact student learning. For this study, the researcher used the following definition developed by The National School Climate Council (2007): School climate refers to the quality and character of school life. School climate is based on patterns of students’, parents’ and school personnel’s experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributing and satisfying life in a democratic society. This climate includes norms, values, and expectations that support people feeling socially, emotionally and physically safe. People are engaged and respected. Students, families, and educators work together to develop, live and contribute to a shared school vision. Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning. Each person contributes to the operations of the school and the care of the physical environment. (p. 4) The definition developed by the National School Climate Council focuses on three key areas: interpersonal relationships, teaching and learning practices, and organizational structures. In this section of the literature review, the researcher focused on these three areas and positive ways to improve school climate.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to lesson time, lesson duration, school climate and class size as predictors of students’ mastery of English studies
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on lesson time, lesson duration, school climate and class size as predictors of students’ mastery of English studies. 200 staff of selected secondary schools in Education District II, Lagos state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was lesson time, lesson duration, school climate and class size as predictors of students’ mastery of English studies. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of lesson duration, school climate and class size as predictors of students’ mastery of English studies
Summary
This study was on lesson duration, school climate and class size as predictors of students’ mastery of English studies. Four objectives were raised which included: Examine the correlations between lesson time, lesson duration, school climate and class size on mastery of English studies, determine the relationship between teachers’ qualification and mastery of English studies, asses the relationship between the use of instructional materials and mastery of English Studies, relationship between teaching methods and mastery of English Studies. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Education District II, Lagos state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The empirical research has shown that a positive and sustained school climate is associated with and may be predictive of positive youth development, effective risk prevention and health promotion efforts, student learning and academic achievement, increased student graduation rates, and teacher retention (Cohen & Geier, 2010). It is during the middle grades, particularly in lower-performing schools that serve high-poverty populations that achievement gaps often become so large that they cannot be overcome by students as they move forward into high school (Balfanz, 2009). One method by which student achievement could be improved would be through attention to school climate. By understanding the relationship between school climate and student achievement, middle schools can implement strategies to improve school climate and, ultimately, have a positive effect on improving student achievement
Recommendation
Based on the findings of the study, it is recommended that government should regularly organize seminars, workshop and training programmes to foster teachers’ mastery of the subject. Government should also make sure that teachers employed possess the necessary teaching qualifications to certify them to teach English language Different teachers should be made to handle different aspects of English language. This would enable them to be more efficient as they would be made to handle what they have interest in and capable of doing. Teachers should also endeavor to improve themselves in the profession.
REFERENCES
- Abu-Saad, I., & Hendrix, V. L. (1995). Organizational climate and teachers’ job satisfaction in a multi-cultural milieu: The case of the Bedouin Arab schools in Israel. International Journal of Educational Development, 15(2), 141-153.
- Albanese, M. (2004, October). Psychological size and distance: A step towards better defining the human elements critical to learning. Medical Education, 38(10), 1020-1021.
- Allington, R. L., & Johnston, P. H. (2000). What do we know about effective fourth-grade teachers and their classrooms? Albany, NY: The National Research Center on English Learning & Achievement, State University of New York.
- Anderson, C. S. (1982). The search for school climate: A review of research. Review of Educational Research, 52(3), 368-420.
- Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36, 258-267.
- Baker, J. D., Rieg, S. A., & Clendaniel, T. (2006). An investigation of an after school math tutoring program: University tutors + elementary students = a successful partnership. Education, 127(2), 287-293.
- Balfanz, R. (2009). Putting middle grades students on the graduation path. National Middle School Association, John Hopkins University, prepared for the Everyone Graduates Center and Talent Development Middle Grades Program, Baltimore, MD. Retrieved from https://www.amle.org/portals/0/pdf/articles /policybrief_ balfanz.pdf.
