Perceived Influence of Large Class Size and Psychological Classroom Environment on Students’ Academic Performance in Senior High Schools in Kumasi Metropolis, Ghana
Asian Journal of Education and Social Studies,
This study investigated how large class size and the psychological class environment influenced students’ academic performance. Survey design was employed. Three hundred and twenty students were purposively selected from ten senior high schools in Kumasi Metropolis. Questionnaire was used to obtain data from the respondents with a reliability coefficient of 0.7. The study revealed that large class size influenced students’ academic performance and also limits their learning opportunities. It also came up that psychological class environment have a great influence on students’ academic performance. Furthermore, the study showed that students perform well in smaller class size and good psychological classroom environment. The study, therefore, recommends that small class size and good psychological class environment are better for good performance. Teachers and head teachers should make sure they conform to the required teacher to student ratio of 1:40 recommended by the Ghana Education Service. Teachers should create an enabling environment for students to participate in classroom activities. Government should, therefore, employ more teachers and build more classrooms to solve the problem of large class size in the senior high schools in Ghana.
- Psychological classroom environment
- classroom size
- academic performance
How to Cite
Adeyemi TO. The influence of class size on the quality of output in secondary schools in Ekiti State, Nigeria. American-Eurasian Journal of Scientific Research. 2008;3(1):7-14.
Agyemeng KA. Meeting the challenges of secondary school administration in Nigeria. Journal of All Nigeria Conference of Principals of Secondary Schools. 2009;159-171.
Kobina W. Class size and its influence to students’ academic in senior high school in Cape Coast. Master thesis submitted to deapartment of psychology and education, university of education, Winneba; 1998.
Patrick H, Ryan A, Kaplan A. Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology. 2007;99:83–98.
Ghana statistical service report. Assessing the growth on current public senior high schools in Ghana; 2016.
Muraina MB, Muraina KO. Class size and school climate as correlates of secondary school students' scholastic achievement in Itesiwaju local government area of Oyo state, Nigeria. Global Journal of Education. 2014;3:23-31.
Ayeni AJ. Improving learning infrastructure and environment for sustainable quality assurance practice in secondary schools in Ondo State, South-West, Nigeria. International Journal of Research Studies in Education. 2012;1(1):61-68.
Owusu-Ansah F. Factors that Influence class size in senior high school in Accra Metropolis. Master thesis submitted to department of psychology and education, university of education, Winneba; 2014.
Huitt WG. A constructivistic approach to learning. CA: Valdosta state university. Human Social Sci. 2000;14(3):15-21.
Fogarty R. Architects of the intellect. Educational Leadership. 1999;57(3):76-78.
Glass GV, Smith ML. Meta-analysis of research on class size and achievement. Educational Evaluation and Policy Analysis. 1979;1:2-16.
Halbach A, Ehrle K, Zahorik J, Molnar A. Class size reduction: From promise to practice. Educational Leadership. 2001;33-36.
Hedges LV, Laine R, Greenwald R. Does money matter: A metaanalysis of studies of the effects of differential school inputs on student outcomes. Educational Researcher. 1994;23:5-14.
Blatchford P, Bassett P, Goldstein H, Martin C. Are class size differences related to pupils’ educational progress and classroom processes? Findings from the institute of education class size study of children aged 5-7 years. British Educational Research Journal. 2003;29(5):709-730.
Blatchford P, Bassett P, Brown P, Martin C, Russell A. The effects of class size on the teaching of pupils aged 7-11 years. School Effectiveness and School Improvement. 2007;18(2):147-172.
Biddle BJ, Berliner DC. Small class size and its effects. Educational Leadership. 2002;59(5):12-23.
Miller A, Cunningham K. Classroom Environment; 2011.
Creswell JW, Creswell JD. Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications; 2017.
Krejcie RV, Morgan DW. Determining sample size for research activities. Educational and Psychological Measurement. 1970;30:607-610.
McMillan JH, Schumacher S. Research in education. Evidence-based inquiry. (7th ed.). Boston, MA: Pearson Education; 2010.
Tuckman BW. Conducting educational research (4th ed.). Fort worth: Harcourt brace college publishers; 1994.
Cakmak M. The perceptions of student teachers about the effects of class size with regard to effective teaching process. The Qualitative Report. 2009;14(3):395-408.
Finn JD, Achilles CM. Answers and questions about class size: A state wide experiment. American Educational Research Journal. 1999;27:557-577.
Qaiser S, Ishtiaq H. Effects of classroom physical environment on the academic achievement scores of secondary school students in Kohat Division, Pakistan. International Journal of Learning and Development. 2014;4(1):71-82
Halstead DK. Statewide planning in higher education. Washington D.C.: U.S. Government Printing Office. 1974;485:505-507.
Earthman GI. School facility conditions and student academic achievement. Los Angeles: University of California’s institute for democracy, education and access; 2004.
Abstract View: 110 times
PDF Download: 39 times