CHAPTER ONE
INTRODUCTION
Background to the Study
    The relationship between class size and academic performance of secondary school students in geography has been a perplexing one for educators. Studies have found that the physical environment, class overcrowding, teachers methods, grade level, pupil characteristics and subject areas and other learning interventions are the variables that affects students’ achievement (Molnar, et al., 2000). Other factors that affect student achievement are school population and class size (Gentry, 2000 and Swift 2000).
    Since the attainment of independence in 1960, Nigeria has been experiencing unprecedented growth and expansion in secondary school education. According to Fafunwa (1982) secondary school increase from 315 – 1240 between 1960 and 1965, the figure quadrupled in 1970 as a result of the revenue generated from the oil boom in Nigeria. In all the states of the federation there was a corresponding increase in students’ enrolment at both primary and post-primary schools, the increase is evident as it cuts across all the secondary school subjects including geography.
    The core subjects are the basic subjects which will enable a student to offer Arts or Science in higher education, the classification of geography as a core subject therefore enhanced the status of the subject in the secondary school education system the fact that geography belong to social science, art and pure science also makes the subject popular among the students, so also the inclusion of geography in the same group with literature in English, History, Economics, and Political Science also makes the subject popular among the students, and also gives them a wider choice, literature is seen by most students as too wide, while history is becoming a dead subject as a result of the teaching of government.
    Geography has consequently attracted more students in recent years which results in significant increase in the total number of students enrolment which has created logistic, structural and personal problems. While the large number of students studying geography does not correspond with the stagnant facilities and the primitive resources available in most schools.
Statement of the Problem
    It is observed that the number of geography students in Abeokuta-South Local Government Area of Ogun State is increasing exponentially but there are little or no corresponding resources for effective teaching and learning of geography, such as, classroom, laboratories, charts, maps, and the number of teachers are not enough while the little available resources are over laboured. For instance a geography class that supposed to be 1:40 teacher – students ratio, according to the specification by the National Policy on Education (1977 revised in 1981, 1998 and 2004) is now 1:80 teacher – students ratio or more.
Purpose of the Study
    The general purpose of this study is to find out the relationship between class size and secondary school student academic achievement in geography using some selected secondary schools in Abeokuta – South Local Government Area of Ogun State as case study. The specific objectives are to:
(i)    Examine both positive and negative effects of class size on the academic performance of students in geography.
(ii)    Examine the relationship between class size and academic performance of students in geography.
(iii)    Examine the relationship between school population and academic performance of students in geography.
(iv)    Examine the relationship that exist between the opinion of male teachers and female teachers on the effect of class size on students academic performance in geography.
Research Questions
(i)    What is the relationship between class size and academic performance on students’ comprehension of geography?
(ii)    Does class size influence project execution in geography?
(iii)    Does class size have effect on the level of attention in geography class?
(iv)    What influence does class size has on students scores in geography?
Research Hypothesis
H01:    There is no significant relationship between the opinion of male and female teachers on students academic performance in geography.