Relationship between class size and learners’ academic performance of public secondary schools in Ntungamo district, Uganda

This study investigated the Relationship between Class Size and Learner’s Academic Performance Of Public Secondary Schools in Ntungamo District. The study aimed to offer a deeper understanding of how class size can affect learner’s academic perfomance. The target population was 7588, including 7182 learners, 396 teachers and 10 Head Teachers. Cross-sectional research design was used for the study. The study employed mixed method approach. Using purposive sampling, 10 schools and 10 head teachers were chosen among from them. Simple random sampling was used to obtain 350 learners and 20 teachers. Questionnaires and interview schedules were the tools utilized to gather the data from the study. Cronbach’s alpha was used to assess the liability of the study instruments for quantitative data whereas recording was utilized for qualitative data. The analysis included both correlation and regression techniques to determine the strength of the relationships between teachers' working conditions and student performance, allowing for the identification of significant predictors of academic achievement. The findings revealed strong positive correlations between class size showed the most significant correlation (r = 0.76, p = 0.000). The regression analysis indicated that the model accounted for 74.1% of the variance in academic performance (R² = 0.741), When considering standardized coefficients, class size had the greatest relative impact on student outcomes (Beta = 0.276). also cass size, play a critical role in shaping students' academic performance. Improving these factors can lead to better teaching effectiveness and enhanced student learning. The findings recommended that educational policymakers should focus on emphasizing appropriate cass sizes to improve both teacher well-being and student success.