The Impact of Class Size on Academic Achievement in Secondary School Examinations for Students in Delta State

Igabari Queen efomo

Abstract


The study investigated the impact of class size on student’s performance in internal school examinations among secondary school students in Delta State. Purpose of the study was to evaluate the impact of class size on student’s performance during school examinations using evaluation techniques. Three research questions and three hypothesis guided the study. The design of the study was expost-facto which used a descriptive survey. A sample of 12 secondary schools were drawn from the three senatorial districts in Delta State with a total number of 1,187 students. Simple random sampling of the balloting method was used to select the schools. Data collection was based on the student’s results from promotion examinations of 2018/2019 session conducted in their various schools. The tests were already validated by experts in measurement and evaluation before it was administered. The data (results) collected were analyzed using mean, standard deviation, Pearson’s and t-test analysis. The findings of the study revealed that there is significant relationship between student’s class size and student’s performance, significant differences between students in large and small class sizes and no significant differences between male and female student’s performance in school examinations. It was concluded that class size has impact on student’s performance, that students’ performance in examination is not based on the size of the class or their sex but on readiness to study and write during examination. Based on these findings, conclusions, recommendations were made: that placement of students into various classes should be based on their suitability and readiness to study, the school authorities should work with measurement and evaluation experts in issues pertaining to student’s assessment in examinations, students should be allowed to select their best subjects especially in the senior classes irrespective of their gender differences. 


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References


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