The Relationship Between Class Size And Secondary School Students Academic Performance In Geography
[A CASE STUDY OF ABEOKUTA-SOUTH LOCAL GOVERNMENT AREA OF OGUN STATE]

 Slavin (1989), submits that substantial reductions in class size have small positive effect on students and the effect was not cumulative and even disappears in later years. He further asserted that large effects of class size reduction are not likely to be seen until the class size is reduced to one (that is one-on-one tutoring).
    Clearly different groups of individual weight these factors differently, most taxpayers are likely to minimize considerations of teachers satisfaction and argue that class size reductions are not worth the price.
    Teachers are likely to disagree that smaller classes produce more learning and provide the environment in which teachers can become more creative and not burn out so early in their careers.
    Kolawole (1982), observed that the relationship between class size and student achievement in geography is negative, such that the larger the class, the lower the student achievement will be.
    In spite of the tremendous achievement in the development of the educational system, the resources available have never been adequate to meet the demand for places in the various educational setting. He went further that the quantity of education our children receive means direct relevance to the available or the lack or inadequate resources and over all atmosphere in which learning takes place.
    According to Johnson (1995), large or high population leads to congestion in schools and further observes that, if unchecked it can affect the academic output or performance of the students.
    While Adejumo (1986), remarked that the number of students offering geography in secondary school are enormous creating bottle-neck for the geography teachers. He observes that the great number of students prevent geography teachers from using appropriate instructional strategies, he further observed that effective teaching of geography could only take place in a situation where there is limited number of students offering the subject that is, teaching of geography become cumbersome when the teacher is faced with large number of students to cope with.
    While Fakunle (1994) and Abiodun (1993), also reported a significant relationship between students population and academic output of geography students, they observed that in a large geography class, students are not opportuned to have adequate access to geography lesson necessary to spur their learning and project supervision seems a hard nut to crack in an over populated class; commenting on project supervision in geography, Oguntayo (1996), reported that teachers efficiency could only be enhanced when the students are not many. He further explained that project supervision requires additional time and energy on the part of the teacher, therefore it becomes tedious for geography teachers to cope with the large number of students.
 Writing on the accessibility of geography equipment in most schools are in adequate. They explain further that some geography students drift through the course without handling any equipment due to large number of students.
    In the same vein, Mohammed (1996), reports that classrooms are congested during geography lesson and this has discourage the teacher overtime.
    They further stated that checking the students geography work book becomes cumbersome.
    On the class size control, Bello (1985) remarks that disturbance pre-occupied class due to large number of students, he explain that the teacher find it difficult to exercise control over the student’s.