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Abstract
This study sought to determine the extent to which large class size influenced the manner in which teaching and learning were mediated in senior high schools. To achieve this, the survey design was employed. 192 students were purposively selected from four (4) senior high schools in the Asutifi North and South District. Questionnaire with a reliability coefficient of 0.791 was used to obtain data from the respondents. Quantitative data analysis was performed using the Statistical Products and Service Solutions (SPSS). Both descriptive and inferential statistical tools were used in order to analyze the data, and also answer the research questions. To find out the influence of class size on the teaching and learning of mathematics in SHS, the mean, standard deviation, multiple linear regression as well as the Pearson’s product moment correlation were used to perform the analyses of the data collected. The study revealed that large class size influenced students’ academic performance and also limits their learning opportunities of students. It was again unravelled that classroom interactions had a great influence on the students’ academic performance. It has been recommended that since small class size and good classroom interactions enhance performance. Therefore, teachers and head teachers should make sure they conform to the required teacher to student ratio of 1:40 by the Ghana Education Service. Teachers should create an enabling environment for students to participate in classroom activities. Furthermore, the study showed that students performed well in smaller class size and good classroom interaction. Therefore, the Government should employ more teachers and build more classrooms to solve the problem of large class size in the senior high schools in Ghana.
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References
- Adeyemi, T.O. (2020). The Influence of Class Size on the Quality of Output in Secondary Schools in Ekiti State, Nigeria. American-Eurasian Journal of Scientific Research, 3(1): 7-14
- Akoto-Baako, H. (2018). Perceived Influence of Large Class Size and Psychological Classroom Environment on Students’ Academic Performance. Master’s Thesis Submitted to the Faculty of Educational Foundations, College of Education Studies, University of Cape-Coast.
- Ary, D., Jacobs, L.C. & Razavieh, A. (2021). Introduction to Research in Education (4th ed.). Holt: Rine hart & Winston Inc.
- Baro, R. (2019). Education and Development: Quality Counts. Retrieved March 2, 2021 from: http:/www.worldbank.org/education.
- Bell, J. (2020). Doing your research project: A guide for first-time researchers in education and social science (4th Ed.). Maidenhead: Open University.
- Berg, B. L. (2004). Qualitative research methods for the social sciences (5th ed.). Boston: Pearson Education Inc.
- Best, J. W., & Kahn, J. V. (2020). Research in education. Boston: Allyn and Bacon
- Blatchford, P., Russell, A., Bassett, P., Brown, P., & Martin, C. (2018). The effect of class size on the teaching of pupils aged 7-11 years. School Effectiveness and School Improvement, 18(2), 147-172.
- Creswell, J.W (2021). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2dn Ed.). London: Sage Publications.
- De Grauwe, A. (2017). Supervision in Four African Countries: Challenges and Reforms. Vol. 1. Paris: IIEP/UNESCO
- Earthman (2022). School Facility Conditions and Students Academic Achievement. Los Angeles: University of California’s Institute for Democracy, Education and Access.
- Egelson, P., Harman, P., & Achilles, C. M. (2017). Does class size make a difference? Recent findings from state and district initiatives. Tallahassee, FL: Southeastern Regional Division for Education (SERVE).
- Finn, J. D. & Achilles, C.M. (2020). Tennessee’s Class Size Study: Findings, Implications, Misconceptions. Education Evaluation and Policy Analysis, 21(2), 97-109.
- Fraenkel, J., & Wallen, N. E. (2016). How to design and evaluate research in education (2nd ed.). New York: McGraw- Hill, Inc.
- Gay, L. R. (2019). Educational research: Competencies for analysis application. Columbus, Ohio: Charles E. Merril Publishing Co.
- Halbach, A., Ehrle, K., Zahorik, J., & Molnar, A. (2017). Class size reduction: from promise to practice. Educational Leadership, 33-36.
- Hennekens, C. H., & Buring, J. E. (2017). Epidemiology in medicine. Lippincott Williams & Wilkins.
- Lockhead, A.M. & Verspoor, M.E. (2021). Improving Primary Education in Developing countries. Washington DC: World Bank, Oxford University Press
- Malcolm, C., Keane M., Hoohlo, L., Kgaka, M., & Ovens, J. (2016). People working together: a study of successful schools. Johannesburg: University of Witwatersrand.
- Osei-Mensah, F. (2012). Factors that Influence the Performance in General Knowledge in Arts of Senior High School Students in Abura Asebu Kwamankese District in the Central Region. Master Thesis Submitted to Faculty of Arts, College of Arts and Social Sciences.
- Qaiser S., Ishtiaq, H. (2014). Effects of classroom physical environment on the academic achievement scores of secondary school students in Kohat Division, Pakistan. International Journal of Learning & Development 4, (1) 71-82
- Patton, M.Q. 2021. Qualitative evaluation and research methods, (2nd ed). Newbury Park, CA: Sage Publication.
- Russell, B. (2016). Experience-based learning theories. In The Informal Learning Review. Retrieved: February 23, 2021 from http://www.Informallearning.com/archive/2016-0304-a.htm
- Seda, Y. (2020). Classroom Management Approaches of Primary School Teachers. Middle East Technical University. New York: USA.
- Sheperis, C. L., Scott, Y. J., & Harry D. M. (2010). Counseling research: Quantitative, qualitative, and mixed methods. Upper Saddle River, New Jersey: Pearson Education Inc.
- Yelkpieri, D. (2009). The State of the University Infrastructure and Academic User Facilities and their Effects on Teaching and Learning in Public Universities in Ghana. The Social Educator, 4(1), 111-128.
References
Adeyemi, T.O. (2020). The Influence of Class Size on the Quality of Output in Secondary Schools in Ekiti State, Nigeria. American-Eurasian Journal of Scientific Research, 3(1): 7-14
Akoto-Baako, H. (2018). Perceived Influence of Large Class Size and Psychological Classroom Environment on Students’ Academic Performance. Master’s Thesis Submitted to the Faculty of Educational Foundations, College of Education Studies, University of Cape-Coast.
Ary, D., Jacobs, L.C. & Razavieh, A. (2021). Introduction to Research in Education (4th ed.). Holt: Rine hart & Winston Inc.
Baro, R. (2019). Education and Development: Quality Counts. Retrieved March 2, 2021 from: http:/www.worldbank.org/education.
Bell, J. (2020). Doing your research project: A guide for first-time researchers in education and social science (4th Ed.). Maidenhead: Open University.
Berg, B. L. (2004). Qualitative research methods for the social sciences (5th ed.). Boston: Pearson Education Inc.
Best, J. W., & Kahn, J. V. (2020). Research in education. Boston: Allyn and Bacon
Blatchford, P., Russell, A., Bassett, P., Brown, P., & Martin, C. (2018). The effect of class size on the teaching of pupils aged 7-11 years. School Effectiveness and School Improvement, 18(2), 147-172.
Creswell, J.W (2021). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2dn Ed.). London: Sage Publications.
De Grauwe, A. (2017). Supervision in Four African Countries: Challenges and Reforms. Vol. 1. Paris: IIEP/UNESCO
Earthman (2022). School Facility Conditions and Students Academic Achievement. Los Angeles: University of California’s Institute for Democracy, Education and Access.
Egelson, P., Harman, P., & Achilles, C. M. (2017). Does class size make a difference? Recent findings from state and district initiatives. Tallahassee, FL: Southeastern Regional Division for Education (SERVE).
Finn, J. D. & Achilles, C.M. (2020). Tennessee’s Class Size Study: Findings, Implications, Misconceptions. Education Evaluation and Policy Analysis, 21(2), 97-109.
Fraenkel, J., & Wallen, N. E. (2016). How to design and evaluate research in education (2nd ed.). New York: McGraw- Hill, Inc.
Gay, L. R. (2019). Educational research: Competencies for analysis application. Columbus, Ohio: Charles E. Merril Publishing Co.
Halbach, A., Ehrle, K., Zahorik, J., & Molnar, A. (2017). Class size reduction: from promise to practice. Educational Leadership, 33-36.
Hennekens, C. H., & Buring, J. E. (2017). Epidemiology in medicine. Lippincott Williams & Wilkins.
Lockhead, A.M. & Verspoor, M.E. (2021). Improving Primary Education in Developing countries. Washington DC: World Bank, Oxford University Press
Malcolm, C., Keane M., Hoohlo, L., Kgaka, M., & Ovens, J. (2016). People working together: a study of successful schools. Johannesburg: University of Witwatersrand.
Osei-Mensah, F. (2012). Factors that Influence the Performance in General Knowledge in Arts of Senior High School Students in Abura Asebu Kwamankese District in the Central Region. Master Thesis Submitted to Faculty of Arts, College of Arts and Social Sciences.
Qaiser S., Ishtiaq, H. (2014). Effects of classroom physical environment on the academic achievement scores of secondary school students in Kohat Division, Pakistan. International Journal of Learning & Development 4, (1) 71-82
Patton, M.Q. 2021. Qualitative evaluation and research methods, (2nd ed). Newbury Park, CA: Sage Publication.
Russell, B. (2016). Experience-based learning theories. In The Informal Learning Review. Retrieved: February 23, 2021 from http://www.Informallearning.com/archive/2016-0304-a.htm
Seda, Y. (2020). Classroom Management Approaches of Primary School Teachers. Middle East Technical University. New York: USA.
Sheperis, C. L., Scott, Y. J., & Harry D. M. (2010). Counseling research: Quantitative, qualitative, and mixed methods. Upper Saddle River, New Jersey: Pearson Education Inc.
Yelkpieri, D. (2009). The State of the University Infrastructure and Academic User Facilities and their Effects on Teaching and Learning in Public Universities in Ghana. The Social Educator, 4(1), 111-128.