September 2014 Vol. 2 No.9

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Fan AF
Umaru IR

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Original Research Article

An Evaluation of Teachers’ Techniques for Managing Large Social Studies Classes in Calabar Educational Zone, Cross River State, Nigeria

Dr. Fan Akpan Fan*, H. M. Mainoma and Dr. Rebecca I. Umaru

Faculty of Education, Nasarawa State University, P.M.B 1022, Keffi, Nasarawa State, Nigeria

*Corresponding Author's E-mail: everdbestone@yahoo.com

Accepted September 03, 2014

Abstract

This was a survey research aimed at evaluating the effectiveness or otherwise of the techniques used by teachers to manage large Social Studies classes in Calabar Educational Zone, Cross River State, Nigeria. 73 teachers in JSSIIIA were used for the study with a student population of 3650. A structured questionnaire tagged “Evaluation of Teachers’ Large Social Studies Classes Management Techniques” ETLSSCMT was used. This was a 20-item questionnaire on a Likert-Scale containing various large class management indices. The data generated were coded and their mean (x) scores and standard deviation (sd) derived appropriately. Data analysis revealed that all the teachers were effective in twelve indices and ineffective in eight, among which were breaking students into groups 2.32), using name tags (1.95), swapping students sitting positions regularly (2.14), encouraging students to see you in post-class hours (2.25), improvising instructional materials (2.14), delivering lessons with enthusiasm (1.37), using microphones in teaching (1.37) and motivating students with gift items (1.73). It was recommended, inter alia, that more Social Studies teachers be recruited and adequately motivated to perform the onerous task of catering for the ever increasing school enrolment.

Keywords: Academic Achievements, Class Size, Strategies, Teachers, Management