Vol. 1 Issue 1 - 2024
This study looked at Osun State's public secondary schools' class sizes and academic achievement. For the study, a descriptive survey research approach was chosen. Four hundred (400) instructors and fifty (50) principals made up the study's population. Samples for the study were chosen at random, stratified, and multi-stage sampling processes from fifty (50) public senior secondary schools in Osun State. The Class Size Questionnaire (CSQ) and the Enrollment of Students’ Result and Staff Strength Inventory (ESRSSI) are two sets of tools that were created. To guarantee internal consistency, professionals determined the instruments' face and content validity. Additionally, test-retest procedures were used to guarantee the instrument's dependability. The obtained reliability coefficient of 0.87 is sufficiently high to establish the instrument's reliability. Both descriptive and inferential statistics were used to analyze the data that were gathered. The mean score, standard deviation, frequency count, and percentages were used to answer the study questions, and the Pearson Product Moment Correlation was used to assess the hypotheses. Every hypothesis was examined at the significance level of 0.05. The study's conclusions demonstrated that although Osun State public secondary schools had large class sizes, their students' academic achievement was subpar. The academic achievement of students in Osun State's public secondary schools was significantly correlated with class size. based on the research's conclusions. It was suggested that in order to support efficient teaching and learning, the principal should guarantee smaller class sizes. In public secondary schools, the government should strictly implement the policy's maximum teacher-to-student ratio of one to forty. Government officials and legislators need to make sure that additional schools are constructed in order to handle the growing trend of enrollment explosion.
Education, Class size, Students enrollment, Academic performance
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