Class Size and Teaching Methodology as Correlates of Students’ Achievement in English Summary Writing in Ibadan North-East Local Government Area, Oyo State, Nigeria

Abstract

The study investigated class size and teaching methodology as correlates of students’ achievement in English summary writing in Ibadan North-East Local Government Area of Oyo State. It adopted the survey research design of the correlational type. Ten secondary schools were randomly selected from 34 existing public secondary schools in Ibadan North-East Local Government Area of Oyo State. Twenty SS II students and two teachers of English Language were randomly selected from each school making a total of 200 SSII students and 20 teachers of English Language. Three research instruments were used for data collection: Questionnaire on Class size (r=0.75), Questionnaire on Teaching Methodology (r=0.78) and English Summary Writing Achievement Test (r=0.76). Data collected were analysed using Pearson Product Moment Correlation and Multiple Regression Analysis. Findings of the study revealed that there was positive, non-significant relationship between class size (r=0.030; p>0.05) students’ achievement in English summary writing and between teaching methodology and students’ achievement in English summary writing (r=0.034; p>0.05). The result revealed that the two independent variables had no significant joint contribution to the prediction of students’ achievement in English summary writing (F (2, 238) = 0.221; p> 0.05). The relative contributions of class size (?= 0.026, t= 0.402), teaching methodology (?= 0.032, t= 0.484) were not significant to the prediction of students’ achievement in English summary writing. Based on the findings of this study, it was recommended that government should build more classrooms so as to reduce the number of students in a classroom.