Over Crowded Teaching

The problems of Overcrowding in teaching Chemistry. A case study of G.S.S.
Minjibir-Kano
TITILE PAGE
The Problems of Overcrowding in Teaching Chemistry. A case study of G.S.S

Minjibir in Minjibir Local Government area, Kano State.
By
YAHAYA ADO WASAI

U13FC1007
Being a project submitted to the department of Science Education Faculty of Education

A.B.U Zaria (F.C.E. Kano Campus) in partial fulfillment of the requirement for the
award of the Degree (B.Sc. (Ed) Chemistry), Programme.
SEPTEMBER, 2017
by Yahaya Ado Wasai Sept. 2017

The problems of Overcrowding in teaching Chemistry. A case study of G.S.S. Minjibir-Kano
APPROVAL PAGE
This research project has been supervised thoroughly and approved as meeting the
requirement of the department of chemistry (F.C.E.) Kano for the award of Degree of
Bachelor of Science Education B.Sc.(Ed) Chemistry.
Hamza Umar Zango (Ph.D)

___________________ _____________________
Name of Supervisor Sign & Date
_______________________ ___________________
Name of Coordinator Sign & Date
Malam Ibrahim Yaro

_______________________ ___________________
H.O.D Chemistry (F.C.E. Kano) Sign & Date

DEDICATION
This project is dedicated to my supervisor in person of Dr. Hamza Umar Zango and my
beloved parents whose normal and financial support contributed immensely toward the
success of the programme.

ACKNOWLEDGEMENT
I wish to express my thanks to almighty Allah (S.W.T) for given me opportunity to

complete this programme.
However, I am very grateful to the people that are many to be mention for their assistance
and cooperation in making this case study a success.
I will never hide the contribution of my supervisor Dr. Hamza Umar Zango.
I wish to thanks the entire staff of school of science F.C.E Kano, more especially those in
the department of chemistry. The staff of G.S.S Minjibir, my family members and so on.
Finally, my thanks go to the H.O.D chemistry department F.C.E Kano, for his advice and
guidance during my course period.

ABSTRACT
This research project concludes on the problem of overcrowding in teaching and

learning process a case study of G.S.S Minjibir in Minjibir local government Kano state.
The research was conducted with 30 teaching staff. The researcher used survey design
where questionnaires were used as the data collection instrument.
The researcher used simple percentages to present and analyzed the data obtained from
the staff. However, the finding of the research received that the major problems facing
teaching and learning as a result of overcrowding was lack of enough classrooms and
teaching staff as well as infrastructural facilities to aid the learning processes. Lack of
effective community participation also serve as a contributor.

TABLE OF CONTENT
CHAPTER ONE page
- Introduction 1
- Background of the study 1
- Statement of the problem 2
- Objective of the study 3
- Significant of the study 3
- Scope and limitation of the study 3
- Definition of some terms 4-6
CHAPTER TWO
- Related literature review 7-26
CHAPTER THREE
- Research design 27-28
- Study population 28-29
- Sampling techniques 29
- Sample size 29-30
- Data collection instruction/techniques 30
- Validity and reliability of the instrument 30
- Administering data collection instrument 31
- Method of data analysis 31
- Difficulties encountered 31-32

CHAPTER FOUR
- Presentation and analysis of data 33-47
CHAPTER FIVE
- Summary 48
- Discussion of finding 49-50
- Conclusion 51
- Recommendation 52-55
- Reference 56-59
- Sample questionnaire 60-61

Chapter One
1.1.1 Introduction
As a beginning of this research works this chapter will deal with background
to the study, statement of the problem, objectives of the study, hypothesis, research
questions, and significance of the study, scope and delimitation of the study.
Education may be defined as a process or art of imparting knowledge, skill

and judgment. However, it can be seen to facts, skills and ideas that have been
learned, either formally or informally. education also served as all the process,
human learning thought which knowledge is imparted, facilities are developed and
skills are acquired (Farrant 1990).
1.1.2 Background to the Study

Education in Nigeria according to the national policy on education (1981) is
a huge investment in terms of capital and manpower. This is from the point of view
of state and federal governments. Parents pin their hopes on education as one
enterprise through which their goals for development could be achieved, students
are expected at the end of their causes to qualify and be employed, which will
uplift their economic status (from poverty to prosperity).
However, many who started the pursuit of education at various stages of the
educational ladder do not complete the respective educational programme they
tend to drop along the way, this is the phenomenon of “dropout” and it stands
between the aspiration of students, parents and government in promoting literacy
and ensuring a useful citizenry in Nigeria. It is this recurring phenomenon that we
are closely examining with particular reference to factors that contributes to the
problems of dropout in our secondary schools.
1.1.3 Statement of Problem
It has been observed that overcrowding brings about complication in

teaching and learning process while attempt to admit huge number of students.
This situation has been on the increase leading to increase in the deterioration of

the educational system and poor achievement in both qualification and quality of
the learner.
1.1.4 Objectives of the Study
The main objective of this research is to find out why classrooms are over
populated more particularly in G.S.S Minjibir. And how to reduce the effect of
overpopulation in classroom as a learning environment.
1.1.5 Significance of the Study
There is a need for a research of this nature to find out some of the problems of
overcrowding in classrooms that hindered effective learning and however to make
possible solutions to the problems in teaching and learning process.
1.6 Scope and Limitation
This study is only limited to Minjibir in Kano state other secondary schools
were excluded. However, the study does not intend to area produced, beyond
the above mention level.

1.1.7 Hypothesis
Carrying out this study as a vital solution, the following hypotheses are
formulated.
- Improper admission of students

- improper classroom management
- Lack of infrastructural facilities
- Lack of enough teaching staff
- In adequate selection of teaching method
- Lack of enough classrooms
- Lack of qualified teachers
- Rampant transfer of professional teachers
- Lack of technical skills
- Massive immigration
- Expensive in private schools and federal colleges
- Over population
1.1.7 Definition of terms
- Over population:-
The action of a space having more occupants than a space can accommodate.
- Population:-
Refer to number of people living in a particular area per unit one person to another
- Teaching:-
The act of transfer of knowledge from one person to another
- Education:-
Knowledge in general
- Problems:-
Unwanted occurrence
- Overcrowd:-
To fill beyond desired limits, with people, animal, objectives or information
- Bore :-
Uninterested or without attention
- Scaffold :-
To use the most intelligent student to guide the slow leaner
- Exclusion:-
Not included
- Authoritative:-
Having power of authority
- Intend:-
Attempt to do something
- Formal:-
Official /organized
- Informal:-
Unorganized
- Missionaries:-
People who travels attempting to spread a religion or a creed.
- Creed:-
A reading or statement of belief that summarizes the faith it represents.

Chapter Two
Literature review: -
The study was carried out to find out the most serious problems faced by the
teachers in overcrowded classes. However, as stated in the introduction of the project;
that Overcrowding is an action or event of a space having more occupants than a space
can accommodate. However, overcrowding refers to the condition where more people are
located within a given space than is considered to bearable from a safety and health
perspective which will depend on current environment may arise temporarily and /or
regularly, in the public spaces. Effect on quality of life due to crowding may be due to
increased physical contact, lack of privacy and poor hygiene practices. Population density
is a living per unit area, overcrowding refers to people’s psychological response to
density.
Since 21st century Nigeria start losing the standard student’s population per teacher
as 25-30 minimum and 45-50 maximum. Nowadays 150 to 160 students are managed in a
single classroom which causes teachers to lack proper classroom management.
According to Shah and Inamullah (2012), they found that over-crowded classes
could have a direct impact on students’ learning. It does not only affect students’
performance but the teachers had to face different problems such as discipline, behavioral
problems, poor health and poor performance of students, put stress on teachers and
increased in drop-out rate of students. Carlson (2000) reported that quality learning was
not possible when large number of students were packed into small classrooms. He
visited different schools but it was evident as a
serious problem particularly in Unidad Divina school located in Florida, Santiago and in
Taltas’ Escuela Hogar. He further reported that 40 plus children were stuffed into
classrooms designed for no more than 35 kids. They were seated so closely together that
they were not able to work or move. Ijaiya (1999) found a weak positive correlation
between the opinion of teachers and students. Findings showed that over crowdedness
diminished the quality and quantity of teaching and

learning with serious implications for attainment of educational goals. It was felt that
additional buildings and furniture should give priority in educational planning at all
levels. Overcrowded classroom is not only the problem of Pakistan but it has now
become universal problem. Phillips (2011) submitted a report conducted by the teacher’s
union which showed that the number of overcrowded classes in New York was the
largest, in the last ten years. As a result of attrition budget cuts and increased enrollment
in some areas of the city, nearly 7,000 classes were over their contractual limits. The
union found that about 256,000 students, roughly a quarter of total enrollment spent at
least part of the school day in overcrowded classes. It was also concluded from the study
that the smaller classes could be particularly beneficial for elementary school students,
although other studies had concluded that the benefits of smaller cases had been
overstated. Even the best teachers could not do their best in class sizes so large. Salem-al-
Amarat (2011) conducted a study which aimed to identify the classroom problems faced
by the teachers in public schools. He concluded from his study that the problems in the
classroom, and schools in general, were considered one of the most serious factors facing
the component of the educational process. Such as parents, teachers, educational
administrators, and supervisors, vandalism, theft, destruction of property, failure of
educational facilities such as equipment and the physical environment. The study further
showed that there was no statistically significant difference, in the academic problems
domain, while there was a statistically significant difference in the behavioural problems,
due to the interaction among different variables such as, gender, school level and
experience. All these issues could threaten the whole educational process. Nemrah (2006)
cited that teachers had to deal with different group of students in the classroom, some of
them suffered from the showdown, faltering and failure in learning and they need more
time than their colleagues to accomplish any learning task. Such students are
characterized by a number of characteristics, including problems of language, oral
expression and unable to pay attention, memory problems and the dispersal of attention.
But because of large number of students in class, the teachers would not able to give
extra attention to the weak students.

According to Dauda (2000) education is the fundamental instrument for individual and
society development. He further said that “education is the basis for the socio-political,
economic, physical, moral, spiritual, scientific and technological development of both the
individual and the society within which he lives. Nigeria like the developing countries
regarded educational instrument formational development, NPE (2004). For these reasons
there is competition between countries in their struggle to develop educationally.
In Nigeria formal education (Western type of Education) dated back to 1942 when
the first Primary School was established in Badagary by the Western Methodist,
missionaries, many more primary school and later secondary schools were subsequently
being established by other Christian missionaries. The first secondary school was the
CMS grammar school was founded in 1857 by the church missionary society (CMS) in
Lagos. The education structure then was “7-5-4 system. The system survived till the early
1980, (19c) when the new “6-3-3-4 system was introduced. The “7-5-4 system implies a
seven years’ primary education 5 year upper secondary and 4-year university education.
Education as a dynamic process in Nigeria had undergone series of changes since

independence. This effort is made by government to ensure that it provides functional
education that will suit the needs of the society and the contemporary world.
Regarding education as instrument for national development, Nigeria had been

making huge investment in the sector annually, recommendation of various commissions
on education. One ways of improving the quality and quantity of products form the
educational system led to massive expansion at all levels after independence a new and
first Nigeria national policy on education (NPE) came up in 1977. The policy had come
up with the then 6-3-3-4 system of education which couple with the federal government
universal primary education (U.P.E) programme which was launched in 1976 and failed
due to poor funding and improper planning. The policy revised in 1981 -1988 and 1998
and lastly 2004. The 2004 revised policy had contained in it the Universal Basic
Education (U.B.E.) which was launched in September, 1999 at Sokoto by the Obasanjo
administration, the 2004 revised NPE contained within it the 9-3-4 structure of education
where by a child will have a nine-year basic education, six is for primary and three for

junior secondary education, then the child will proceed to senior secondary school to
spend three years before going to a four-year university education. However, despite the
above anticipated plan the U.B.E. is yet to start operating fully.
Talk less of their seven years old age, basic level western education in Nigeria is
categorize in to three district levels which include: primary school, secondary school and
tertiary institutions
Standards for Overcrowding
According to the world health organization (WHO) 2003 the standard for
overcrowding is as follows:-
Area (m2) Number of Persons
11 or more 2 persons
9 to 10 1.5 persons
7 to 9 1 person
5 to 7 o.5 person
Under 5 nil
Risks due to overcrowding
- Physically result in spread of infectious diseases

- Psychologically result in frustration and anxiety
- Socially result in violence
Brief History of Secondary Schools Origin in Nigeria
Secondary education was established in 1859 initially with (CMS) Christian

missionary society grammar school in Lagos. There are some reasons behind that
delayed the well knowing of secondary schools. Among which some are as follows: -
- Financial influence

- Interposition of religions missions

- In appropriate adaptation of new ideas to under develop nations
- Language barrier
- Expectation to the induce of some critical thinking in people, which may not be
helpful for their policies more especially missionaries.
However, during the period of 1859, the British colonial government could not
interfere in the education system due to some political and financial factors. However,
in 1872, they started to intervene in the education system by giving donations to the
missionary societies to support education.
In 1882, government brought a document education ordinance with the aim of having
total control on education this was their first formal pronouncement in education in
Nigeria. Schools were classified then into government and private schools.
The government schools were financed entirely through public funds but the
private only receive little aid from public fund. The 1882 education ordinance was
cumbersome to implement in Nigeria because the curriculum, the method, and the
medium of communication was too foreign for a Nigeria child. All these led to the failure
of the ordinance and another ordinance was seen as the first effective effort made by the
colonial government to aid education through only some metropolises in Lagos were
covered then.
More foreign teachers were employed, more schools were established and financial
encouragements were given to the missionaries, voluntaries agencies and private
individuals to establish more schools. After amalgamation, Lord Fredrick Lugard, then
the governor general of Nigeria, set up some new ideas, these ideas form major part of
1916 ordinance to take care of the country as a whole.
The Northerners had for long been resisting the intrusion of western education,
either from the colonial government or the missionaries. Lugard met with leaders from
the north to convince them that the education will not affect the Islamic tradition which is
more paramount to the Northerners.
Objectives of secondary education
Secondary education should provide the learner with opportunities: to
(1) Acquire necessary knowledge, skills and attitude for the development of the self and
the nation
(2) Promote love for and loyalty to the nation
(3) Promotes harmonious co-existence among the peoples of Nigeria
(4) Develop mentally, socially, morally, physically and spiritually
(5) Enhance understanding and respect for own and other people’s cultures and their
place in contemporary society
(6) Enhance understanding and appreciation of interrelationship among nations
(7) Promote positive environmental and health practices
(8) Build a firm foundation for further education and training
(9) Develop in to a responsible and socially well adjusted person
(10) Develop ability for enquiring, critical thinking and national judgment
(11) Promote acceptance and respect for all persons
(12) Enhance enjoyment in learning
(13) Identify individual talents and develop them
(14) Build a foundation for technological and industrial development
(15) Develop in to self- disciplined individual who appreciates work and manages time
properly
(16) Gives details of literacy and numeracy and ability to communicate effectively
(17) Promote scientific and reflective thinking

(18) Give citizenship education for effective participation and contribution to the life of
the society
(19) Mould the character and develop sound attitude, and moral in the child habit
(20) Develop the child ability to adopt the Childs changing environment
Problems of overcrowding in secondary education
Overcrowding: - is the action or event of a space having more occupants than a space can
accommodate to fill or beyond desired limits, with people, animals, objects or
information
However, in teaching and learning process a maximum of 25 to 35 students are more

adequate per each classroom teacher to control, manage and evaluate easily than for bulk
population of students.
Impact the learner is more suitable and comprehensive with through evaluation with-out
engaged in to a bore. Other problems include.
- Lack of achieving educational objectives

- Poor classroom management
- Un conducive environment
- Scarcity of resources
- Inadequate instructional facilities
- Difficulties in evaluation
- Deterioration of discipline
- Poor hygiene
- Development of unwanted attitude
- Improper accommodation, especially for boarding schools
Some solutions to problems
- Planning of objectives with variety of methodologies

- Creation of scaffold learning approach

- Shifting of classroom sitting arrangement
- Building of convenient class for the students through the following: -
i- P.T.A donation
ii- Individual contribution
iii- Rental of school premises for business individual with limited opportunities
iv- Governmental support
v- Old Boys Association contribution
vi- WOPAN donation
vii- MDG’s donation
viii- USAID donation
ix- Constituency Projects
x- SURE P Project
xi- STEP B Project
xii- ETF Project
xiii- TETFUND Project
xiv- NGO’s etc
Location of Minjibir Local Government Area
Minjibir local government is in Kano state located at north east of Kano central.
However, Minjibir is a local government area in Kano state, Nigeria. Its headquarter is in
the town of Minjibir, about 20 km northeast of the state capital Kano. It has an area of
416 km2 and a population of 213,794 as at the 2006 census.
The postal code of the area is 702.
The Senior Secondary Schools in Minjibir are as follows: -
(1) F.G.G.C MINJIBIR (5) G.I.S.S ZALIHA

(2) G.S.S MINJIBIR (6) G.S.S. KUNYA
(3) G.G.A.S.S MINJIBIR (7) G.S.S KANTAMA
(4) G.G.S.S. MINJIBIR (8) G.S.S SAMBAUNA
According to Farrant (1990) education is referred to as all the processes of human

learning through which knowledge is imparted, facilities are developed and skills are
acquired. However, Dauda (2000) defined education as a mental instrument for
individual and societal development. Moreover, further said that “education is the basis
for the socio-political, economics, physical, moral, spiritual scientific and technological
development of both the individual and the society within which he lives.
Education as a dynamic process in Nigeria had undergone series of changes since

independence. This effort is made by government to ensure that it provides functional
education that will suit the needs of the society and the contemporary world. Regarding
education as instrument for national development, Nigeria had been making huge
investment in the sector annually, recommendation of various commissions on education
such as Dike 1959, Banjo 1962, and Ashby 1960. On ways of improving the quality and
quantity of products from the educational system led to massive expansion all levels.
After independence a new first Nigeria’s national policy on education (N.P.E) came up in
1977. The policy had come up with the 6-3-3-4 system of education which compel with
the federal government university, primary education (UPE) programme which was
launched in 1976 and failed due to poor funding and improper planning. The policy
revised in 1981-1988 and 1998 and lastly 2004 the 2004 revised policy had contained in
it the universal basic education (UBE) which was launched in September, 1999 at Sokoto
by the Obasanjo administration. The 2004 revised N.P.E content within it the 9-3-4
structure of education where by a child will have a nine-year basic education, six is for
primary and three for junior secondary education then the child will proceed to senior
secondary school to spend three years before going to a four-year university education
However, despite the above anticipated plan the U.B.E is yet start operating fully despite
its seven years of old age. Basically, western education in Nigeria is categorized in to
three levels as follows: -
- Primary level
- Post primary level
- Tertiary level

Moreover, among the three level of education in Nigeria, primary education provides a
fundament base for all further schooling. The training provided bases for developing the
capacity to cope with rapidly evolving and changing societies in an information age. its
universality, availability and quality are centered to the human resources capacity of any
society. (IDRC1990).
The Goal of Secondary Schools Education
- To inculcate ability to communicate effectively.

- To lay a sound knowledge for scientific and reflective thinking
- To give individual citizen education for effective participation and contribution to
the life in the society.
- To mould character and develop attitude toward positive achievements.
- Develop the ability to adopt changing environment.
- Give opportunities for developing manipulation skills that will enable learner to
function effectively in the society within the limits of his capacity and society
within the limit of his ability.
- To provide basic tools for further educational advancement, including preparation
for trades and crafts of the docility
- To give guideline for course specialization.
The provision of instructional and infrastructure materials was inadequate and a large
proportion of teachers were unqualified, consequently quality teaching was absent for
example in 1983/1984 more than 60% of primary teachers were found to be unqualified.
Effect of Overcrowding: -
The effect on a child’s learning ability in overcrowded classrooms may be the direct
result of the impact overcrowding has on the teacher here’s why: -
(1) Teachers in crowded classrooms may be spread too thin and unable to give each
student the one-on-one attention he or she needs.

(2) If children are not given the attention they need in the classroom, they may fall
behind. This can affect not only standardized testing scores, but also the child’s own
enjoyment of school and learning. Setting them up for failure in the future
(3) Teachers in overcrowded classrooms may be more stressed out and overwhelmed,
feeding as though they lack the time and resources to really make a difference. This
can lead to teacher born out.
(4) Teachers may find themselves spending more time managing the classroom
organization and student behavior than actually teaching.
(5) The noise level increases the more students are packed in to a classroom, which can
affect some student’s ability to learn or work properly.
(6) There is often not enough technology and resources to go round in an overcrowded
classroom.
(7) It may be more difficult for the teacher to connect with each student on a deeper level.
However, fortunately most public school teachers we know (being the selfless civil
servants they are), plan exceptionally well and work incredibly hard to combat the effects
of overcrowding. Teacher who likes what they do and genuinely care for their students
will go above and beyond to connect with each student ensures they are receiving the best
education possible. Unfortunately, if a teacher lacks support and resources from the
administration/district and even parents, there is only so much the teacher can do.
According to the U.S department of education there is some evidence that

overcrowding can have an adverse impact on learning, a study of overcrowded schools in
New York city found that students in such schools scored significantly lower on both
mathematics and reading exams than did similar students. In additions when asked,
students and teachers in overcrowding negatively affected both classroom activities and
instructional techniques (Soaita A.M 2014). Cochran et al (1988) found that
overcrowding and heavy teacher workloads created stressful working conditions for
teachers and led to higher teacher absenteeism.
Crowded classroom conditions not only make it difficult for students to

concentrate on their lessons but inevitably limit of time teachers can spend on innovative

teaching and group work or indeed on teaching anything beyond the barest minimum of
required material. In addition, because teachers must constantly struggle simply to
maintain order in an overcrowded classroom, the like hood increased that they will suffer
from burnout earlier than might otherwise be the case (U.S. Dept. of education 2007). As
the goes on, we hope more research will be conducted to determine the effects of
overcrowded classrooms on learning and retention. Until then we are pleased to provide
small class sizes that foster a positive learning environment for each student and offer
plenty of time for teacher student interaction and concentrated attention.

Chapter Three
3.1 Methodology
The researcher is conducting a research on the problems of overcrowding in

teaching and learning process, a case study of G.S.S. Minjibir, Kano state. The
chapter described the procedure that the researcher applied in gathering, the data. It
also highlights the population of the study, sample size use, sampling techniques,
validity, and reliability of the instrument, administration of the data, collection
instrument, method of data analysis and some difficulties encountered.
3.2 Research Design
A research design can be defined as a design for diligent inquiry or

examination to seek or revise facts, principles, theories and applications.
A well developed research design provides the researcher with structure and
strategy that control the investigation.
Moreover, a survey research design will mainly be considered. These

concerns with the present and attempts to determine the current status of the
phenomena under investigation. The researcher should adopt the questionnaire
approach in conducting the research as an approach in survey research.
3.3 Population
Refers to people living within a political or geographical boundary.
3.4 Study Population
Population study is a study of a group of individuals taken from the general

population who share some common characteristics. This group may be studied for
different reasons, such as their response to a particular task.

The table below shows the statistic of the school environment. (G.S.S.
Minjibir).
S/n Item Number

1. Administration block 1
2. Staff room 1
3. Class rooms 24
4. Laboratories ie. Chemistry, physics, biology. 3 (one each)
5. Number of teaching staff (T.S. staff 20) 31
(SUBEB Staff 11)
6. Non- teaching staff (5 laboratory 10
Technicians) (3 cleaners & 2 messenger)
7. Students 1,112
3.5 Sampling Techniques
Sampling techniques is the techniques/mechanism of chosen designated quantities or

proportions as representation of the whole population.
Simple random sampling should be used under the type of probability sample (scientific)
while is mainly for the selection of available population elements in to the population
which is based found in to change of occurrence. The available instrument for effecting
this random of population include the table of coins or random selection
3.6 Sample Size
The research used table for determination of sample size from a given population to
determine out of the whole population.
Kreycle and Morgan said, when population (n) is 100 the sample (s) should be 80 and
when population (n) is 110, the sample (s) should be 56. Since the study population
considered as the native of the whole.
3.7 Data Collection Instrument/ Techniques
The researcher has no functional control over the variable and due to the nature of
the research design, the researcher decided to use questionnaire as the means of gathering
the information. The questionnaire had eleven items, personal information and research
questions with no open chance that requires the respondents to comment on their own
words.
3.8 Validity and Reliability of the Instrument
Data collection instrument is done using questionnaires in conducting survey

research in this study. It contained the items which will provides answers to the research
questions, the questionnaires were validated by an unknown or dangerous area in the
study was carried using few questionnaires in order to identity misunderstanding of other
short comings before final conduction. Perhaps, questionnaires are reliable data collection
instrument because it gives chance to administer to get some required response.
3.9 Administering of Data Collection Instrument
A total of 30 questionnaires are administered to the teachers. The researcher took

the questionnaire to them to give response by themselves. The consent of the principal
was sought before contacting the teachers and distributing the questionnaire to them.
The respondents too, were told the aim of the study and a sure of their responses
confidentially will be given.
3.10 Method of Data Collection
The data collection by the researcher is a qualities data; therefore, the researcher
used a qualities method of data analysis.
The responses obtained for each item was recorded separately as it appeared on the
questionnaire and presented in a table, frequency i.e number of subjects who terming the
frequent was converted to simple percentage which was used to analyzed the data.

3.11 Delimitations
- Financial insufficiency
- Printable document
- Retrieval of questionnaires
- Consent of staff
- Lost of 2 questionnaire
- Meeting holidays period
- Time consuming
- Lack of enough available related literature review.

Chapter Four
4.0 Data Presentation and Analysis

The data collected by the researcher will be analyzed logically using a table
against to foregoing background and it is meaningful.
Data analysis
A total of 30 copies of questionnaire were sent out and 28 copies were
returned. The raw data was collected, analyzed and the important indices are
presented in tables below.
Table 4.1
Age of respondents
No. Of respondents Percentage
21-25 years 0 0%
26-30 years 1 3.33%
31-35 years 5 16.63%
36-40 years 8 28.6%
41- and above 14 46.67%
Total 28 100%

The above table shows that 46.60% of the respondents fell between the ages
of 41 and above, 28.6% within age of 36-40 years while 8% were within the age of
31-35 years and 3.6% falls within age of 26-30 years.
No respondent was below 25 years old.
Table 4.2
Sex of the respondents
Sex No of respondents Percentages
Male 20 71.4%
Female 8 28.6%
Total 28 100%
The above table shows that 71.4% of the respondents are male while 28.6%
are female. The reasons why there are more male respondents because the male in
local areas are obvious in educational sectors then female.

Table 4.3
Educational qualification of the respondents
Edu. Qualification No of respondents Percentage
Ph. D 0 0%
Masters 1 3.33%
Degree 10 33.33%
N.C.E 12 40%
Diploma 2 6.67%
Grade ii 3 10%
S.S.C.E 0 0%
Total 28 100%
The tables above show that 40% of the respondents are N.C.E holders, 33.33% of the
respondents are graduates, 10% of the respondent are grade II teachers and 6.67% are
diploma teachers and 3.33% of the respondent possess master’s degree while 0% of the
respondents shows neither S.S.C.E nor Ph.D.
Table 4.4
Do you have any problems with overcrowding student during teaching

and learning process?

Suggestion No of respondents Percentage
Yes 25 89.29%
No 3 10.7%
Total 28 100%
The above table shows that 89.29% of the respondent agreed that they have some
problems with overcrowded students’ population during teaching and learning processes
while 10.7% of the respondent agreed that no problem with overcrowded student
population in teaching and learning process.
Table 4.5 Causes of overcrowding in G.S.S Minjibir
Causes No of respondents Percentage

Lack of enough teachers 1 3.33%
Lack of enough classrooms 13 43.33%
Lack of seats 10 33.33%
Improper admission of students 1 3.33%
Lack of infrastructural facilities 2 6.67%
Selection of teaching method 0 0%
Lack of professional teachers 1 3.33%
Total 28 100%

The table above shows that 43.33% of the respondents viewed lack of enough classrooms
as the causes of overcrowding in the school 33.33% of the respondents agreed that lack of
enough seats is the main sources three of the 3.33% are lack of enough teachers,
improper admission and lack of professional teachers as the source while 0% agreed as
the lack of teaching method.
Table 4.6
Commencement of overcrowding in G.S.S Minjibir

Time No of respondents Percentage
Before 20 century 0 0%
During 20 century 9 32%
After 20 century 19 68%
Total 28 100%

From the above table there are different opinions of the commencement of overcrowding
in G.S.S Minjibir. Majority of the respondents 68% agreed it commences after 20
centuries and 32% agreed that it commence during the 20th century while 0% agreed that
it commence before 20 centuries.
Table 4.7Can overcrowding in G.S.S Minjibir be prevented?
Comment No. Of respondents Percentage

Yes 19 68%
No 9 32%
Total 28 100%

68% shows that overcrowding can adequately be prevented while 32% of the respondent
didn’t.
Table 4.8
Preventive measures
S/No. Measures No. Of Percentage
respondents
a. Providing enough teachers 1 3.33%
b. Building of enough classrooms 12 40%
c. Construction of enough seats 10 33.33%
d. Proper admission of students 1 3.33%
e. Provision of enough infrastructural 2 6.67%
facilities
f. Proper selection of teaching method 1 3.33%
g. Providing enough professional 1 3.33%
teachers
Total 28 100%
From the above table, we have different opinions from the respondents on the
preventive measures of overcrowding in G.S.S Minjibir. Majority of the respondents 40%

agreed that building of enough classrooms can serve as the preventive measures, 33.33%
agreed that construction of enough seats to the students is the best, 6.67% of the
respondents agreed that provision of enough infrastructural facilities is the solution, while
four of the 3.33% agreed that providing enough teachers, proper admission of student’s
proper selection of teaching method and providing enough professional teachers are the
possible solutions.
Table 4.9
Effect of overcrowding
S/n Effect No. Of respondents Percentage
a. Expensive in private Schools and 14 46.67%
federal colleges
b. Lack of technical skills in private 1 3.33%
schools
c. Massive immigration 4 13.33%
d. Over population 9 32.1%
Total 28 100%
From the above table 46.67% of the respondents agreed that expensive in private schools
and federal colleges cause overcrowding in G.S.S Minjibir and 32.1% of the respondent
agreed that over population is the outcome of overcrowding in G.S.S Minjibir, 13.33% of
the respondents agreed that massive immigration results in overcrowding in schools,

while 3.33% agreed that lack of technical skills in private schools results in over
population at G.S.S Minjibir.
Table 4.10
Advises in order to-prevent overcrowding

Advises No. Of Percentage
respondents
Organized seminar by govt. 11 36.67%
To teachers
Discourage improper admission of 4 13.33%
students
Awareness programs 5 16.67%
Constant and frequent supervision 1 3.33%
Supply of instructional materials 7 23.33%
Total 28 100%
From the table 4.6 above majority of the respondent 36.67% agreed to advise as
organizing seminar by government to the teachers, 23.33% agreed for the supply of
instructional materials, 16.67% agreed for making awareness programs, 13.33% agreed

for the discouragement of improper admission while 3.33% agreed for constant and
frequent supervision as the best.

Table 4.11
Can overcrowding G.S.S Minjibir prevented?
Comment No of respondents Percentage
Yes 19 68%
No 9 32%
Total 28 100%
From the table above 68% of the respondents agreed that overcrowding in G.S.S Minjibir
can be prevented while 32% of the respondents agreed that overcrowding in G.S.S.
Minjibir cannot be prevented.

Table 4.12
Do you have any advice to the Government/School authority with regard to

problems of overcrowding in G.S.S Minjibir
Suggestion No. Of respondents Percentage
Yes 21 76.7%
No 7 23.33%
Total 28 100%
76.7% of the respondents agreed that advises to the Government, school authority with
regard to problems of overcrowding in the school can give a clue as a preventive measure
while 23.33% didn’t agreed.

Chapter Five
5.1 Summary
Overcrowding which is set as occur as a result of lack of enough classrooms,
seats teachers in teaching and learning processes are most of the predisposing
factors that lead to over population of students in teaching and learning strategies.
It is therefore, important that authorities concern should manage the problems for
effectiveness of achieving educational aims and objectives.
Overcrowding complication possess a great effect on achieving educational
goals, which includes failure to pass the mandatory examinations and enable to
communicate with the official language during the teaching and learning process
and even within the school premises. It is therefore, as a matter of urgent to reduce
the occurrence of over population in classrooms through proper admission of
students to a particular school by considering its capacity of the students’ vacancy.
And finally built enough classes and organized seminars to the teachers in order to
have awareness about the implication of overcrowded classrooms environment.
5.2 Discussions of Findings

G.S.S Minjibir in Minjibir L.G.A Kano state is meant to provide education
for students at S.S.C.E level.
The problems of overcrowding in G.S.S Minjibir bring about numerous
failures toward achieving the educational goals. It was found that majority of the
students were not qualitatively qualified as S.S.C.E candidate this was further
revealed by the high percentage of student’s population above the normal
population of students per class.
Since they are lacking adequate infrastructural facilities, suitable for
teaching and learning processes in the school. However, the qualified and
professional teachers are using variety of teaching method for effective teaching
and learning to take place.

Nevertheless, the quantity of teachers in the G.S.S Minjibir schools was

almost fifty to sixty students per one teacher.
The study shows that government was making great effort to control the
overcrowding by undertaking shifting styles of the classroom sitting arrangement
and frequent supervisory visits to schools on which high percentage of the teachers
believed is helping them to prevent it.
On the other hand, instructional material supplied are not sufficient, which is
also creating problem to the congestion of students during practical and field trips.
Even though welfare, salary and other benefits are paid regularly to the
staffs in general in order to make the school more effective despite the fact that the
academic performance of the students are not fully achieved through the
assessment by their teachers and examination councils. The students too partially
contribute to some certain failures by late coming and truancy to their parents who
use to send them for some petty work before coming to the school.
Isolated operation in school is not possible for effective function of the
school it must be in cooperation’s with parent/ guardians and community at large.
5.3 Conclusion
In conclusion overcrowding is an expensive failure in the face of rising

failure to succeed the prescribed examination. It also leads to educational back
warding of the students’ performance. It is expected therefore, that proper
admission of students should be maintained and adequate classrooms and seat
should be provided.
To prevent overcrowding therefore, attention must be focused on the
admission process and this is the responsibility of government and the school
authority as well as non-governmental organizations (NGO’s) that donates projects
to the educational system.
Finally, the school authorities should as a matter of urgent enacts policies
and orient, the admission master/mistress to end the incidence of overpopulation in
classroom environment.

5.4 Recommendation
The outcome of the study indicated that effective teaching was not possible in
overcrowded classes and majority of the teachers were facing instructional, discipline,
physical and evaluation problems. In order to solve these problems some implementable
measures were made which suggested that government should make strict rules and
policies regarding optimum students in classrooms and provide sufficient budget to
education department for providing better facilities in schools. The following
recommendations are suggested to prevent it.
(1) Government should have built enough classrooms provide enough seats and staffs
(2) School authorities should properly admit students
(3) NGO’S should properly keeps donating projects to schools.
(4) School authorities should maintain the available resources properly
(5) Teachers should manage classrooms effectively
(6) Number of students in each class should be limited to 35-40 students.
(7) Government should plan strict rules and policies regarding optimum population in
classrooms and provide sufficient budget to education department for providing better
facilities in schools.
(8) Proper planning is needed in order to control population because over population in
our country is also a main factor leading to overcrowding in classroom.
(9) There was shortage of government schools in different areas and most of our
population possesses poor socio-economic conditions. They could not afford private
schools, so government should establish maximum number of schools as per
population requirements.
(10) Proper training programmes should be arranged for the teachers in order to
educate them how to handle the overcrowded classroom.
(11) Education department and government officials should visit schools to observe the
population and number of classrooms.
(12) Second shifts should be introduced and one helper should be provided to teachers
so that workload on teachers is decreased
(13) Parent/guardians should avoid too congested schools

(14) Awareness programs should be done through mass media, about the implication of
overcrowding in classrooms
(15) It is recommended that adequate and available infrastructural facilities should be
provided to reduce overcrowding in teaching and learning strategies.
(16) Quality of the teachers will go a long way in minimizing or abolishing the
presentable complications associated with overcrowding in classrooms, by means of
applying variety of teaching method, that is why is recommended that teacher with
minimum of N.C.E/equivalent are allowed to teach in secondary schools.
(17) School authorities should realize that government and community have a lot of
great expectations from their schools.
(18) The last but not the least, I recommended that other educationist should explore
other research problems to solve the effect of overcrowding in classrooms.
In the third chapter I explained the methodology adopted in conducting the research.
Survey design where questionnaires are used for the collection of the data. The sample
out of the study population is current teachers of the school.
The use of qualitative method in analyzing and elucidating the data been gathered were
simple percentages. This is described in the fourth chapter. Moreover, chapter five
discussed the founded results in relation to the research question and finally conclusion
and recommendations are drowning out.

References
Cochran et -al (1988). Overcrowding in classroom management

Journal of University of South Flourida Vol.8 issue 3
Carlson, A. (2000). Achieving Educational Quality: American Journal
28(4) pg 747-757
Dauda A. (2004) Women’s Education its problems and prospects,
International Journal of Education. pg79-86.Volume2, Issue6
Farrant J.S. (1990). Principle and practice of education Longman.

U.K. Limited pg 447-452
Ijaiya, Y. (1999). Effects of Overcrowded Classrooms on Teacher-

Students Interactions. Ilorin Journal of Education. 0189-6636, Faculty of
education. university of Ilorin January 19, 2018
80 (4): 536–55.
Nemrah,M. (2006). Classroom Management and Organization,
2nd Edition of Policy Development and Research (2007).
"Measuring Overcrowding in Housing"
Retrieved January 19, 2018.
N.P.E. (1981). Objective of national policy on education fourth edition

ISBN 978-05 pg 216-217
Phillips, A. (2011). Union Claims Highest Number of Oversize Classes

In Public Schools in Tafila Province, and Proposed Soluton: Faculty of
Education, Tafila Technical University. Int J Edu Sci, 3(1): 37-48, Tafila, Jordan
Salim-Al-Amarat, M. (2011). The Classroom Problems Faced
Teachers at the Secondary Level. International Journal of Research in Commerce
pg39-46.Volume2, Issue6
Shah and Inamullah (2012). Impact of overcrowded classroom on the

academic performance Journal at institution of education and
research pg 9 vol.4
U.S. Department of education (2007) international Housing .
indicators Research report (2018). Retrieved 7th February 2018
World Health Organization (2003). "Overcrowding" (PDF). Retrieved

19th March 2018

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The problems of Overcrowding in teaching Chemistry. A case study of G.S.S.

The Problems of Overcrowding in Teaching Chemistry. A case study of G.S.S

YAHAYA ADO WASAI

Being a project submitted to the department of Science Education Faculty of Education

by Yahaya Ado Wasai Sept. 2017

Hamza Umar Zango (Ph.D)

Malam Ibrahim Yaro

by Yahaya Ado Wasai Sept. 2017

by Yahaya Ado Wasai Sept. 2017

I wish to express my thanks to almighty Allah (S.W.T) for given me opportunity to

by Yahaya Ado Wasai Sept. 2017

This research project concludes on the problem of overcrowding in teaching and

by Yahaya Ado Wasai Sept. 2017

CHAPTER ONE page

- Background of the study 1

- Statement of the problem 2

- Objective of the study 3

- Significant of the study 3

- Scope and limitation of the study 3

- Definition of some terms 4-6

- Related literature review 7-26

- Research design 27-28

- Study population 28-29

- Sample size 29-30

- Data collection instruction/techniques 30

- Validity and reliability of the instrument 30

- Administering data collection instrument 31

- Method of data analysis 31

- Difficulties encountered 31-32

by Yahaya Ado Wasai Sept. 2017

- Presentation and analysis of data 33-47

- Discussion of finding 49-50

- Sample questionnaire 60-61

by Yahaya Ado Wasai Sept. 2017

Education may be defined as a process or art of imparting knowledge, skill

1.1.2 Background to the Study

1.1.3 Statement of Problem

It has been observed that overcrowding brings about complication in

by Yahaya Ado Wasai Sept. 2017

1.1.4 Objectives of the Study

1.1.5 Significance of the Study

1.6 Scope and Limitation

the above mention level.

by Yahaya Ado Wasai Sept. 2017

- Improper admission of students

1.1.7 Definition of terms

by Yahaya Ado Wasai Sept. 2017

by Yahaya Ado Wasai Sept. 2017

by Yahaya Ado Wasai Sept. 2017

Education as a dynamic process in Nigeria had undergone series of changes since

Regarding education as instrument for national development, Nigeria had been

by Yahaya Ado Wasai Sept. 2017

Standards for Overcrowding

Area (m2) Number of Persons

Risks due to overcrowding

- Physically result in spread of infectious diseases

Brief History of Secondary Schools Origin in Nigeria

Secondary education was established in 1859 initially with (CMS) Christian

by Yahaya Ado Wasai Sept. 2017

- Interposition of religions missions

Objectives of secondary education

Secondary education should provide the learner with opportunities: to

(2) Promote love for and loyalty to the nation