CLASS SIZE AS CORRELATE WITH THE LEARNING OUTCOMES OF STUDENTS IN ANAMBRA STATE
Abstract
This study examined class size as correlate with student learning outcomes in Anambra State. Two research objectives guided the study, and two hypotheses were tested at the 0.05 level of significance. A descriptive research design was adopted for this study. The study area was public junior secondary schools in Anambra State. The population of the study comprised 6,365, while the sample of this study comprised 509 respondents. The instrument for data collection was three questionnaires structured by the researcher after an extensive literature review. The questionnaire was distributed to the respondents, and 509 copies were completed and returned for analysis. The mean, standard deviation, paired sample, and independent t-test were used for data analysis. The following findings were revealed: Large class size has no correlation with students’ learning outcomes in Anambra State; Small class size has a correlation with students’ learning outcomes in Anambra State. The study concluded that class size is a significant correlate of the learning outcomes of students in Anambra State. Based on the findings, it was recommended that the government should regularly recruit and train teachers to reduce student-teacher ratios, especially in high-enrollment subjects like mathematics and sciences. More classrooms need to be built, particularly in urban areas where schools are overpopulated. The use of modular classrooms can be explored as a short-term solution. Enforcement of a policy that sets a maximum class size per level can help maintain quality. The head teachers should be held accountable for adhering to this policy. Teachers should be trained in differentiated instruction and classroom management strategies for both large and small classes.
Keywords:
Class, students learning outcomes, large class size, small class size, Anambra StateDownloads
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