Perceived effects of large class size on students’ academic performance

Abstract

This study examined the perceived effects of large class size on student’s academic performance. The researcher used a cross-sectional design and adopted stratified and simple random sampling techniques to select two-hundred and eighty (280) students from four public senior high schools in the Akwapim South District of the Eastern Region. To collect data, a structured questionnaire was utilized, which demonstrated good reliability with a Cronbach's alpha coefficient of 0.791. Descriptive statistics, including frequency, percentages, mean, and standard deviation, were employed for data analysis, along with inferential statistics such as correlation and regression. The findings of the study indicated that large class size negatively affected students' academic performance and limited their learning opportunities. Additionally, it was discovered that the psychological classroom environment significantly influenced students' academic performance. As a result, the study recommended that teachers and head teachers adhere to the recommended teacher-to-student ratio of 1:40 set by the Ghana Education Service, as smaller class sizes and a positive psychological classroom environment enhance student performance. Teachers should strive to create an inclusive environment that encourages student participation in classroom activities. Furthermore, the study demonstrated that students achieved better outcomes in smaller class sizes and favorable psychological classroom environments. Therefore, it was suggested that the government should hire more teachers and construct additional classrooms to address the issue of large class sizes in public senior high schools in Ghana.