Influence of classroom size on academic performance of secondary school students: A case study of some selected secondary schools of Gusau, Zamfara state, Nigeria
DOI:
https://doi.org/10.64171/JAES.6.5.80-84Keywords:
Academic performance, Classroom size, Correlational research, Secondary school students, Teaching and LearningAbstract
This study examined the influence of classroom size on the academic performance of secondary school students in selected secondary schools in Gusau Local Government Area, Zamfara State, Nigeria. Specifically, the study determined the relationship between classroom size and academic performance, examined the predictive contribution of classroom size to academic performance, and identified the appropriate number of students per classroom for effective teaching and meaningful learning. A correlational research design was adopted for the study. The population comprised 41,642 respondents, from which a sample of 378 respondents was selected. Data were collected using the Classroom Size and Academic Performance Questionnaire (CSAPQ), which had a reliability coefficient of 0.87 based on Cronbach’s alpha. Frequencies and percentages were used to analyse respondents’ views on the appropriate classroom size, while Pearson Product-Moment Correlation and simple linear regression were used to examine the relationship between classroom size and academic performance and determine its predictive contribution, respectively. The hypotheses were tested at the 0.05 level of significance. The findings indicated a moderate negative relationship between classroom size and academic performance ((r = -.462, p < .001)). The regression analysis also indicated that classroom size accounted for 21.3% of the variation in academic performance ((R^2 = .213)). Furthermore, 40% of the respondents identified 31–40 students as an appropriate classroom size. The study concluded that classroom size was an important factor associated with students’ academic performance. It recommended that education authorities should establish appropriate classroom-size guidelines, provide adequate classrooms and instructional facilities, and monitor student’s enrolment to promote effective teaching and meaningful learning.
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