Title: Effect of Class Size on Learning Outcomes: A Case Study of Nabisunsa Girls' School
Authors: Dr Sekiswa Peter, Okee Jill Margaret, Namuyonga Rebecca
Volume: 9
Issue: 2
Pages: 16-21
Publication Date: 2025/02/28
Abstract:
This study aimed at examining the effect of class size on learning outcomes at Nabisunsa Girls' School, focusing on key subjects such as mathematics, sciences, and English, teacher-student interaction, and overall academic achievement in national and internal examinations. Using multiple logistic regression analyses, the study established several significant findings. The results revealed a significant negative relationship between class size and student academic performance. Larger class sizes were associated with lower academic achievement, particularly in mathematics, sciences, and English. Class size was found to have a detrimental impact on teacher-student interaction, with smaller classes facilitating higher levels of individualized attention and better engagement between teachers and students. The regression analysis indicated that teacher experience and certification were positively correlated with academic performance, highlighting the importance of qualified and experienced teachers in smaller class settings. The study concluded that smaller class sizes, combined with well-trained and certified teachers, were crucial factors in enhancing student academic performance and teacher-student interaction. Based on these findings, the study recommends reducing class sizes at Nabisunsa Girls' School to improve student learning outcomes. Furthermore, it is advised that teacher training programs be strengthened, with a focus on modern teaching methods and further certification, to maximize the effectiveness of smaller classes. The school should also implement strategies to promote regular student attendance and allocate necessary resources to support smaller class sizes. These measures are expected to improve academic performance and overall student success.