INVESTIGATING INTO THE EFFECTS OF LARGE CLASS SIZE AND ITS IMPLICATION ON THE ACADEMIC PERFORMANCE OF BASIC FIVE PUPILS

Description

This study investigated the effects of large class size on the academic performance of Basic Five pupils at SOS Hermann Gmeiner Primary School. Using an action research design, the study examined 58 students across two classes and their teachers over an eight-week intervention period. Data was collected through structured questionnaires, academic performance tests, and classroom observations during pre-intervention, intervention, and post-intervention phases.

The findings revealed that while both classes operated within Ghana Education Service standards (31 and 27 pupils respectively), students in the smaller class consistently outperformed those in the larger class by 3.8% across core subjects. Class size reduction interventions showed significant improvements, with 82.76% of students demonstrating enhanced engagement through small group instruction and individualized attention. Teachers reported improved classroom management and instructional quality in smaller class environments.

The study concludes that strategic class size reduction significantly enhances both teaching effectiveness and student academic outcomes, recommending policy development for optimal class size standards and continued investment in teacher training and infrastructure to support quality primary education.