UNIVERSITY FOR DEVELOPMENT STUDIES

FACULTY OF EDUCATION

THE EFFECT OF LARGE CLASS SIZE ON THE ACADEMIC PERFORMANCE

OF PUPILS OF EVANGELICAL CHURCH OF GHANA SCHOOL

COMPLEX(ECG)

ADAA NAOMI

2025
 UNIVERSITY FOR DEVELOPMENT STUDIES

FACULTY OF EDUCATION

THE EFFECT OF LARGE CLASS SIZE ON THE ACADEMIC PERFORMANCE

OF PUPILS OF EVANGELICAL CHURCH OF GHANA SCHOOL

COMPLEX(ECG)

A project work submitted to the Department of Humanity and Social Science Education,

Faculty of Education, University for Development Studies, in partial fulfillment of the

requirements for the award of degree in Social Science Education

ADAA NAOMI

(UN/22017028)

AUGUST, 2025

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 DECLARATION
Candidate's Declaration:

I declare that this project work is the result of my own original research and that no part of it

has been presented for another degree in this university or elsewhere.

Candidate'sID...................................Signature...................................Date...............................

Supervisor's Declaration:

I hereby declare that the preparation and presentation of this project work were supervised in

accordance with the guidelines on supervision of project work laid down by the University

for Development Studies

Name of Supervisor..................................Signature.........................Date..........................

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 ABSTRACT

This study investigated the effect of large class size on the academic performance of pupils at

the Evangelical Church of Ghana School Complex (ECG). Utilizing a mixed-methods

approach, the research examined quantitative data on pupil academic scores in core subjects

and qualitative data gathered through interviews with teachers and pupils. The findings

revealed a significant negative correlation between increasing class size and pupil academic

performance, particularly in subjects requiring individualized attention and practical

application. Teachers reported challenges in providing adequate feedback, managing

classroom behaviour, and addressing diverse learning needs within larger classes. Pupils

expressed feelings of being overlooked and having reduced opportunities for participation.

The study concludes that large class sizes at ECG School Complex adversely impact

academic performance and recommends strategies such as optimized teacher-to-pupil ratios,

targeted teacher training for large class management, and the provision of additional learning

resources to mitigate these effects.

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 ACKNOWLEDGEMENT
I want to express my gratitude to the almighty God for the strength, grace and wisdom that

has made this work possible. I wish to acknowledge the generous and sincere help of my

research supervisor Dr. Nyame Isaac for guiding and encouraging me throughout the

preparation of this work. My profound gratitude also goes to all the respondents I

interviewed in the ECG School Complex who willingly responded to this research. Without

their interest and cooperation this report would not have been possible. I again express my

sincere appreciation to My Husband and the entire family for their help and support. Then

to all my friends and love ones I appreciate the concerns showed.

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 DEDICATION
To my husband, Mr. Issah Sadat who has always been there for me.

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 Table of Contents
DECLARATION...............................................................................................................i
ABSTRACT....................................................................................................................ii
ACKNOWLEDGEMENT..................................................................................................iii
DEDICATION................................................................................................................iv
CHAPTER ONE:.............................................................................................................1
INTRODUCTION............................................................................................................1
1.1 Background to the Study....................................................................................1
1.2 Statement of the Problem..................................................................................4
1.3 Purpose of the Study..........................................................................................4
1.4 Research Questions............................................................................................4
1.7 Scope and Definition of the Study......................................................................5
1.6 Delimitations of the Study..................................................................................5
1.7 Limitations of the Study.....................................................................................6
1.8 Organization of the Study...................................................................................6
CHAPTER TWO:............................................................................................................8
LITERATURE REVIEW....................................................................................................8
2.1 Introduction........................................................................................................8
2.2 Theoretical Frameworks.....................................................................................8
2.2.1 Production Function Theory..........................................................................8
2.2.2 Pedagogical Theories...................................................................................8
2.2.3 Social-Psychological Theories.......................................................................9
2.3 Empirical Studies on Class Size and Academic Performance..............................9
2.3.1 International Studies..................................................................................10
2.3.2 Studies in Ghana........................................................................................10
2.4 Factors Mediating the Relationship Between Class Size and Academic
Performance...........................................................................................................11
2.4.1 Teacher Quality and Pedagogical Practices.................................................12
2.4.2 Resources and Infrastructure.....................................................................12
2.4.3 Student Characteristics..............................................................................12
2.4.4 School Leadership and Support..................................................................12
2.5 Summary and Gaps in Literature......................................................................13
CHAPTER THREE:.......................................................................................................14
RESEARCH METHODOLOGY........................................................................................14
3.1 Introduction......................................................................................................14
3.2 Research Design...............................................................................................14

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 3.3 Study Population..............................................................................................15
3.4 Sample Size and Sampling Procedures.............................................................15
3.5 Data Collection Instruments.............................................................................16
3.6 Data Collection Procedures...............................................................................16
3.7 Data Analysis Techniques.................................................................................17
3.8 Ethical Considerations......................................................................................18
CHAPTER FOUR:.........................................................................................................19
FINDINGS OF THE STUDY...........................................................................................19
4.1 Introduction......................................................................................................19
4.2 Demographic Characteristics of Participants....................................................19
4.3 Perceptions of Teachers and Pupils on the Impact of Large Class Sizes............19
4.4 Academic Performance in Large Versus Smaller Classes..................................20
4.4.1 Academic Performance of Large class........................................................20
4.4.2 Academic Performance of small class.........................................................21
4.5 Challenges Faced by Teachers in Managing and Teaching Large Classes.........22
4.6 Coping Strategies Adopted by Teachers and Pupils..........................................23
4.7 Summary of Key Findings.................................................................................24
CHAPTER FIVE............................................................................................................25
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS................................................25
5.1 Summary of the Study......................................................................................25
5.3 Recommendations............................................................................................26
References..............................................................................................................27

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 CHAPTER ONE:

INTRODUCTION
1.1 Background to the Study

Education is widely recognized as a cornerstone of national development, fostering human

capital, promoting innovation, and driving economic growth. In Ghana, as in many
developing nations, the government has made significant strides in expanding access to
education, particularly at the basic level. Initiatives such as the Free Compulsory Universal
Basic Education (FCUBE) policy aim to ensure that all children have the opportunity to
receive quality schooling. However, the rapid expansion of educational access often presents
challenges, one of which is the increasing phenomenon of large class sizes.

Education is universally recognized as a potent instrument for breaking the cycle of poverty
and establishing a robust foundation for the socio-economic development of any nation
(United Nations Development Programme, 2015). In recognition of this critical role,
governments worldwide are placing significant emphasis on educational development across
all levels. This commitment aligns with global initiatives, such as the "United Nations’
formulation of Basic Human Rights," which gained considerable traction following key
declarations like the Jomtien Declaration (UNESCO, 2016).

The ideal learning environment is often characterized by a conducive teacher-to-pupil ratio,

allowing for individualized attention, effective classroom management, and meaningful
teacher-pupil interaction. Conversely, large class sizes can strain resources, diminish teacher
effectiveness, and potentially hinder academic achievement. This is a concern that resonates
across various educational settings globally, with researchers continuously exploring its
multifaceted impact on the teaching and learning process (Akyeampong et al., 2013; Hattie,
2012).

In Ghana, the reality of large classes is particularly pertinent in public schools, where
burgeoning enrolments often outpace the availability of infrastructure and trained personnel.
The ECG School Complex, like many schools in Ghana, is grappling with the challenge of
accommodating a growing student population within existing facilities. This situation raises
critical questions about how such class sizes affect the daily experiences of pupils and, more
importantly, their academic performance. Understanding these effects is crucial for

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policymakers, school administrators, teachers, and parents in their collective efforts to
optimize educational outcomes.

Within the Ghanaian educational framework, Basic Science and Technology (BST) is
considered a fundamental bedrock for national growth and development. It is designed to
equip students with the necessary competencies to initiate, facilitate, and implement technical
advancements, thereby cultivating technical literacy across the nation (Ghana Education
Service, 2019). Furthermore, BST has a palpable and direct impact on national life and
development in Ghana, contributing visibly to areas such as automotive technology, electrical
and electronics, carpentry, and various other scientific and technological innovations
(Ministry of Education, Ghana, 2018). The remarkable developmental achievements of
advanced economies, including the United States, Western European countries, Japan, and
China, are largely attributed to their sustained investment and progress in science and
technology education (World Bank, 2017). These nations have effectively harnessed the
outputs of their highly developed science education programs to drive continuous national
prosperity.

However, the effectiveness of teaching and learning, particularly within basic schools in
Ghana, is significantly influenced by various pedagogical and environmental factors, with
class size being a prominent consideration. As school populations continue to grow, class
sizes often expand, a phenomenon frequently cited in educational literature as impacting
teaching and learning dynamics (Adom & Kumi, 2014). Class size, as an educational metric,
refers to the average number of pupils in a given course or classroom (Ofori & Mensah,
2013). This can refer to the number of pupils taught by individual teachers or the average
across a school or educational system. The Ghana Education Service (GES) generally
recommends a class size that ensures effective learning, though actual figures often deviate
(GES Policy Document, 2013). Typically, in the Ghanaian context, a large class size might be
considered anything above 40-45 pupils to one teacher, while smaller classes would fall
within more manageable numbers (Appiah & Danso, 2015; Opoku & Amoah, 2016).
Extensive discussions have focused on the influence of class size on academic performance,
with many attributing declining educational standards, particularly at the basic school level in
Ghana, to overcrowded classrooms (Boakye & Marfo, 2012). There is a growing consensus
among researchers and educational scholars that student achievement tends to decrease as
class size increases (Ansah & Koranteng, 2011). The effect of class size on cognitive

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achievement in learning has been a subject of continuous research for many years globally
and in Ghana.

Research indicates that in smaller classes, teachers can dedicate more time to individual
pupils, ensuring that each pupil grasps the concepts being taught effectively (Frimpong &
Adu, 2018). This individualized attention in smaller classes is widely considered beneficial
for the quality of teaching and significantly enhances the learning process for pupils (Asare &
Boateng, 2019). Conversely, large classes present considerable challenges for classroom
management, maintaining student discipline, effective grouping strategies, conducting
practical activities and experiments, thorough marking, meticulous lesson planning, and
accurate assessment of pupils' progress (Owusu & Nkrumah, 2015). Both large class sizes
and overcrowded schools directly impair the quality of teaching and learning (Mensah &
Osei, 2017; Gyimah & Essien, 2018). For example, studies have shown that in smaller
classes, the time spent on classroom management decreases, leading to improved academic
achievement (Kojo & Amankwa, 22016). Overcrowded classrooms often correlate with
increased possibilities for mass failure and diminished pupil interest in learning. This is
because large class sizes often preclude individual pupils from active involvement and limit
the attention they receive from teachers, which invariably leads to frustration and poor
performance (Akuffo & Obeng, 2014; Brown & Nkansah, 2018). Research conducted at both
primary and junior high school levels in Ghana found that in larger classes, pupil interaction
with teachers significantly decreased, resulting in lower levels of pupil engagement (Davies
& Ampofo, 2017).

Logically, an increase in the number of pupils in a class will inevitably augment the amount
of time the teacher spends on procedural matters, thereby inversely reducing the time
available for direct instruction and addressing individual pupil needs (Lamptey & Amoah,
2019). There is consistent evidence that in small classes, pupils are more likely to interact
with their teachers, benefit from more one-on-one engagement, which can significantly boost
their interest and improve their academic performance (Owusu-Ansah & Adu-Gyamfi, 2020).
In Ghana, class sizes are often becoming increasingly unmanageable, placing teachers in an
almost impossible position when it comes to providing individual pupils with the required
attention in the classroom. Reduced teacher-pupil eye contact in overcrowded settings can
lead to poorly motivated pupils becoming disengaged or even engaging in non-academic
discussions at the back of the class while teaching is in progress (Quaye & Appiah, 2016).
The evidence presented above strongly suggests that class size can profoundly influence the

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amount of individual attention pupils receive, the immediacy and responsiveness of teachers
to pupil needs, the sustained and purposeful nature of interaction between teachers and
pupils, teachers' knowledge of their pupils, and their sensitivity to individual learning
requirements. This study is therefore designed to investigate the effects of class size on the
academic performance of pupils in the ECG School Complex.

1.2 Statement of the Problem

The persistent challenge of large class sizes in Ghanaian basic schools, including the ECG
School Complex, is a significant concern that has implications for the quality of education
provided. While the government's commitment to expanding access to education is
commendable, the resultant increase in pupil enrolment without a commensurate increase in
infrastructure, teaching staff, and learning resources often leads to overcrowded classrooms.
This overcrowding is hypothesized to create an environment where effective teaching and
learning become increasingly difficult.

Specifically, large class sizes can limit a teacher's ability to provide individual feedback,
manage diverse learning needs, and maintain discipline. For pupils, it can lead to reduced
participation, increased distractions, and a potential for feelings of anonymity, all of which
can negatively impact their engagement and understanding of academic content. Although
anecdotal evidence and general observations suggest a link between large class sizes and
diminished academic performance, there is a paucity of empirical research specifically
examining this relationship within the context of the ECG School Complex. Therefore, this
study aims to systematically investigate the effects of large class sizes on the academic
performance of pupils within this specific educational institution, thereby providing localized
evidence to inform interventions and policy decisions.

1.3 Purpose of the Study

The main purpose of this study is to investigate the effects of large class sizes on the
academic performance of pupils at the ECG School Complex in Ghana.

1.4 Research Questions

This study will be guided by the following research questions:

1. What are the perceptions of teachers and pupils regarding the impact of large class
sizes on the teaching and learning process at the ECG School Complex?

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 2. Is there a significant difference in the academic performance of pupils in large classes
compared to those in smaller classes at the ECG School Complex?
3. What are the challenges faced by teachers in managing and teaching large classes at
the ECG School Complex?
4. What are the coping strategies adopted by teachers and pupils in response to large
class sizes at the ECG School Complex?

1.7 Scope and Definition of the Study

The study is focused on examining the effect of class size on the academic performance of
pupils in the ECG School Complex in Tamale Ghana. It will specifically investigate pupils
enrolled in Basic Science and Technology within this complex. The study will provide
important information for the school/educational authorities, policy-makers, researchers, and
other stakeholders of education in the ECG School Complex, Ghana, and in Ghana at large.
The findings from this study would also add to the existing literature on primary education in
and beyond the immediate vicinity of the ECG School Complex in Tamale Ghana.

For clarity, the following terms are defined operationally:

 Class Size: Refers to the number of students officially enrolled and regularly
attending a particular class within the ECG School Complex at a specific time.

 Academic Performance: This refers to the measurable level of achievement

demonstrated by pupils in Basic Science and Technology, typically assessed through
test scores, assignments, and examinations within the ECG School Complex.
 Influence: This denotes the impact, power, or control that class size exerts on the
academic performance of pupils.
 Pupils: This refers to learners enrolled in the primary school section of the ECG
School Complex.

1.6 Delimitations of the Study

This study is delimited to examining the effects of large class sizes on the academic
performance of pupils. The study will specifically focus on pupils attending the ECG School
Complex in Tamale Ghana. The scope of academic performance will be assessed using
existing academic records and, where appropriate, through teacher-reported observations
within core subjects such as English Language, Mathematics, and Science. The study will not

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delve into other factors that may influence academic performance, such as socio-economic
background, parental involvement, or individual learning styles, except as they might
indirectly emerge from the data. The research will be conducted within a specific timeframe
and will involve a sample of pupils and teachers from the aforementioned school.

1.7 Limitations of the Study

The study acknowledges several potential limitations. Firstly, due to resource and time
constraints, the study will be confined to one school complex (ECG School Complex), which
may limit the generalizability of the findings to other schools in Ghana. While efforts will be
made to select a representative sample within the school, the unique characteristics of the
school's population and administration might influence the results. Secondly, academic
performance will largely rely on existing school records and teacher assessments, which may
have inherent biases or inconsistencies. Thirdly, the study will primarily employ a
quantitative approach supplemented by qualitative insights, and while this provides a robust
overview, a more in-depth qualitative exploration could uncover richer nuances of individual
experiences. Lastly, identifying a direct causal link between class size and academic
performance can be challenging, as numerous confounding variables can influence learning
outcomes. The study will endeavour to control for these variables where possible, but their
complete elimination is not feasible.

1.8 Organization of the Study

This study is organized into five chapters.

Chapter One: This chapter provides the background to the study, outlines the problem
statement, defines the purpose and objectives, presents the research questions, highlights the
significance of the study, and specifies its delimitations and limitations.

Chapter Two: This chapter will present a comprehensive review of relevant literature on
class size and its impact on academic performance, drawing on both international and local
studies. It will also explore theoretical frameworks underpinning the relationship between
class size and educational outcomes.

Chapter Three: This chapter will detail the research methodology employed in the study. It
will describe the research design, study population, sample size and sampling procedures,

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data collection instruments, data collection procedures, and data analysis techniques. Ethical
considerations will also be addressed.

Chapter Four: This chapter will present the findings of the study, systematically analyzing
the collected data to answer the research questions posed in Chapter One. Results will be
presented using appropriate statistical tools and qualitative thematic analyses.

Chapter Five: This final chapter will discuss the major findings of the study in relation to
existing literature and theoretical frameworks. It will also draw conclusions based on the
findings, provide recommendations for policymakers, school administrators, and teachers,
and suggest areas for future research.

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 CHAPTER TWO:

LITERATURE REVIEW
2.1 Introduction

This chapter presents a comprehensive review of existing literature pertaining to the effects
of large class sizes on academic performance. It explores various theoretical perspectives that
underpin the relationship between class size and educational outcomes, examines empirical
studies conducted both internationally and within Ghana, and identifies key themes and gaps
in the current research. The review will specifically focus on studies published within the last
decade to ensure the relevance and currency of the discussed findings.

2.2 Theoretical Frameworks

The relationship between class size and academic performance is often explained through
several theoretical lenses that highlight different mechanisms of influence.

2.2.1 Production Function Theory

The production function theory, originating from economics, views education as a process
where various inputs (e.g., class size, teacher quality, resources) are transformed into outputs
(e.g., student achievement, graduation rates). In this framework, a smaller class size is
considered an input that can lead to increased productivity in terms of academic performance.
The theory posits that reducing class size allows for a more efficient allocation of teacher
time and resources per student, thereby enhancing the learning output (Hanushek, 1986).
While early applications of this theory often yielded mixed results, more sophisticated
models and larger datasets have begun to show consistent positive effects of smaller class
sizes on student achievement (Krueger & Whitmore, 2001; Mishel et al., 2013).

2.2.2 Pedagogical Theories

Pedagogical theories focus on the direct impact of class size on teaching and learning
processes. These theories suggest that smaller classes enable teachers to employ more diverse
and effective instructional strategies. For instance, in smaller settings, teachers can:

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  Provide individualized attention: Teachers can better understand each student's
learning needs, provide timely feedback, and offer tailored support (Frimpong & Adu,
2018).
 Facilitate active learning: Smaller groups encourage more student participation,
discussions, and collaborative learning activities (Ehrenberg et al., 2017).
 Improve classroom management: With fewer students, teachers spend less time on
maintaining discipline and more time on instruction, leading to a more focused
learning environment (Finn & Achilles, 2013).
 Enhance teacher-student interaction: Increased interaction fosters a more positive
and supportive learning atmosphere, boosting student engagement and motivation
(Slavin, 2014).

Conversely, large classes can force teachers to resort to more didactic, whole-class
instruction, limiting opportunities for individualized support and active learning, which can
be detrimental to academic outcomes (Mensah & Osei, 2017).

2.2.3 Social-Psychological Theories

Social-psychological theories consider how class size influences the social dynamics and
psychological experiences of students and teachers. For students, large classes can lead to:

 Anonymity and reduced engagement: Students may feel less visible and less
accountable in a large group, leading to decreased participation and disengagement
(Brown & Nkansah, 2018).
 Increased competition and anxiety: A crowded environment might heighten
competition for teacher attention and resources, potentially increasing anxiety for
some students.
 Reduced sense of belonging: It can be harder to foster a strong sense of community
and belonging in very large classes (Lamptey & Amoah, 2019).

For teachers, large classes can lead to increased stress, burnout, and a diminished sense of
efficacy due to the overwhelming demands of managing and teaching a large number of
students (Gyimah & Essien, 2018). These factors, in turn, can negatively affect instructional
quality and student learning.

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2.3 Empirical Studies on Class Size and Academic Performance

A substantial body of research has investigated the relationship between class size and
academic performance. While some early studies presented mixed findings, a growing
consensus, particularly from robust longitudinal and experimental studies, points towards the
benefits of smaller class sizes.

2.3.1 International Studies

Large-scale studies, such as the Tennessee Student/Teacher Achievement Ratio (STAR)

project, a seminal randomized controlled trial, demonstrated significant positive effects of
small classes (13-17 students) on student achievement in early grades, with benefits
persisting into later grades and even college completion (Krueger & Whitmore, 2001; Chetty
et al., 2011). These studies highlighted that the positive effects were more pronounced for
minority and low-income students.

More recent international research continues to support these findings. For instance, a meta-
analysis by Hattie (2012) found that class size reduction has a small but positive effect on
student achievement, particularly when reductions are substantial and sustained. He noted
that the impact is often mediated by how teachers adapt their pedagogy in smaller settings.
Blatchford et al. (2014) in the UK, also emphasized the importance of teacher-pupil
interaction, which is often enhanced in smaller classes, leading to better academic and social
outcomes.

Research in other developing contexts often mirrors these challenges. For example, studies in
India and other African countries have frequently linked large class sizes to reduced
instructional time, limited teacher-student interaction, and poorer academic outcomes,
particularly in foundational literacy and numeracy skills (Mbiti et al., 2019; Evans & Popova,
2016). These studies often highlight the strain on resources and teacher workload as critical
mediating factors.

2.3.2 Studies in Ghana

In Ghana, the issue of large class sizes is particularly salient due to rapid population growth
and increasing enrollment rates. Several local studies have explored the impact of class size
on academic performance, largely aligning with international findings.

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Adom and Kumi (2014) noted that large class sizes significantly impact teaching and learning
dynamics in Ghanaian basic schools, citing limited individualized attention and reduced
student participation as major drawbacks. Ofori and Mensah (2013) defined large class sizes
in Ghana as often exceeding the recommended teacher-to-pupil ratio, leading to challenges in
effective instruction.

Appiah and Danso (2015) and Opoku and Amoah (2016) reported that many Ghanaian basic
school classrooms exceed the 40-45 pupils per teacher threshold, leading to overcrowded
conditions. These studies, along with Boakye and Marfo (2012), linked overcrowded
classrooms to declining educational standards.

Ansah and Koranteng (2011) provided a local perspective, suggesting that student
achievement tends to decrease as class size increases in Ghanaian schools. Further, Frimpong
and Adu (2018) highlighted that in smaller classes, Ghanaian teachers could dedicate more
time to individual pupils, leading to better concept grasp. This was supported by Asare and
Boateng (2019), who emphasized that individualized attention significantly enhances the
learning process.

Conversely, Owusu and Nkrumah (2015) outlined the considerable challenges large classes
pose for classroom management, student discipline, and effective teaching strategies in
Ghana. Mensah and Osei (2017) and Gyimah and Essien (2018) explicitly stated that large
class sizes and overcrowded schools directly impair the quality of teaching and learning.
Studies by Akuffo and Obeng (2014) and Brown and Nkansah (2018) also correlated
overcrowded classrooms with increased possibilities for mass failure and diminished pupil
interest due to limited individual involvement and attention from teachers.

Davies and Ampofo (2017) found that in larger primary and junior high school classes in
Ghana, pupil interaction with teachers significantly decreased, resulting in lower levels of
pupil engagement. This sentiment was echoed by Lamptey and Amoah (2019), who argued
that increased pupil numbers inevitably augment procedural time, reducing direct instruction.
Owusu-Ansah and Adu-Gyamfi (2020) provided consistent evidence that smaller classes
foster greater teacher-pupil interaction, boosting interest and academic performance. Quaye
and Appiah (2016) noted that reduced teacher-pupil eye contact in overcrowded settings leads
to disengaged pupils and non-academic discussions.

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2.4 Factors Mediating the Relationship Between Class Size and Academic Performance

While the direct link between class size and academic performance is widely researched,
several mediating factors can influence this relationship.

2.4.1 Teacher Quality and Pedagogical Practices

The impact of class size is not solely about the number of students but also about how
teachers adapt their instruction. In smaller classes, highly skilled teachers are more likely to
implement individualized instruction, differentiated learning, and formative assessment,
maximizing the benefits of reduced class size (Chetty et al., 2011; Hattie, 2012). Conversely,
in large classes, even highly qualified teachers may struggle to employ effective pedagogical
practices due to time constraints and the sheer volume of students (Ehrenberg et al., 2017).
Therefore, teacher training and professional development in managing large classes are
crucial in contexts where class size reduction is not immediately feasible.

2.4.2 Resources and Infrastructure

The availability of adequate resources and infrastructure significantly mediates the effects of
class size. In Ghana, where resources are often scarce, large classes exacerbate the problem
of limited textbooks, teaching materials, and suitable classroom space (Akyeampong et al.,
2013). Overcrowded classrooms with insufficient desks, poor lighting, and inadequate
ventilation can create a physically uncomfortable and distracting learning environment,
regardless of the teacher's efforts (Mbiti et al., 2019). Access to technology and diverse
learning materials can also alleviate some of the burdens of large classes by providing
alternative learning avenues, though this is often limited in many Ghanaian schools.

2.4.3 Student Characteristics

Student characteristics such as socio-economic background, prior academic achievement, and

motivation can also interact with class size effects. Research often shows that students from
disadvantaged backgrounds or those with lower prior achievement benefit more from smaller
classes, as they may require more individualized support that is harder to provide in large
settings (Krueger & Whitmore, 2001). Additionally, the age and developmental stage of
pupils play a role; younger children, particularly in primary grades, tend to benefit more from
smaller classes due to their greater need for hands-on attention and structured learning
environments (Finn & Achilles, 2013).

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2.4.4 School Leadership and Support

Effective school leadership and supportive administrative structures can mitigate some of the
negative effects of large class sizes. School leaders who provide teachers with adequate
resources, professional development opportunities, and strategies for managing large classes
can empower them to be more effective (Slavin, 2014). A positive school climate,
characterized by strong discipline and clear expectations, can also help to manage the
challenges of overcrowded classrooms.

2.5 Summary and Gaps in Literature

The literature overwhelmingly suggests a negative correlation between large class sizes and
academic performance, mediated by factors such as teacher pedagogy, resource availability,
student characteristics, and school support. While international and national studies provide a
strong theoretical and empirical foundation, there remains a need for localized research.

Specifically, while general studies on class size in Ghana exist, there is a paucity of empirical
research specifically examining this relationship within the context of the ECG School
Complex. The unique socio-economic context, specific school policies, and demographic
characteristics of the ECG School Complex pupils might present distinct challenges and
nuances not fully captured by broader national or international studies. This study aims to
address this gap by providing a targeted investigation into the effects of large class sizes on
the academic performance of pupils in this particular school, thereby offering localized
insights that can inform specific interventions and policy recommendations relevant to the
ECG School Complex and similar institutions in Ghana.

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 CHAPTER THREE:

RESEARCH METHODOLOGY
3.1 Introduction

This chapter serves to meticulously detail the methodological framework underpinning the
investigation into the effects of class size on the academic performance of pupils at the ECG
School Complex in Tamale Ghana. It systematically lays out the entire research process,
commencing with the chosen research design and progressing through the definition of the
study population. The chapter then elaborates on the precise sample size and the intricate
sampling procedures employed to ensure representativeness.

Furthermore, this section will comprehensively describe the instruments used for data
collection, outlining how each tool is designed to gather relevant information. It will also
specify the procedures for data collection, detailing the step-by-step process of acquiring the
necessary information. Finally, the chapter concludes by explaining the analytical techniques
that will be applied to interpret the gathered data, alongside a crucial discussion of the ethical
considerations rigorously observed throughout the study to ensure participant well-being and
data integrity.

3.2 Research Design

For this study, a robust mixed-methods research design has been adopted, strategically
integrating both quantitative and qualitative approaches. This particular design is chosen for
its ability to provide a holistic and comprehensive understanding of the complex interplay
between class size and the academic performance of pupils. The quantitative dimension of the
study is designed to gather numerical data, which will allow for statistical analysis of
academic records and survey responses.

Complementing this, the qualitative component is instrumental in exploring the nuanced

perceptions and lived experiences of both teachers and pupils. Through interviews and
observations, this approach will yield rich, in-depth insights into the dynamics of large and
small classes, shedding light on challenges and coping strategies from a human perspective.

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This dual approach ensures that the findings are not only statistically sound but also deeply
contextualized, offering a more complete picture of the phenomenon under investigation.

3.3 Study Population

The defined target population for this comprehensive study encompasses all pupils and
teachers currently affiliated with the ECG School Complex located in Tamale, Ghana. This
broad inclusion ensures that the findings are relevant to the entire educational ecosystem
within this specific institution. The total student body at the ECG School Complex is
precisely 800, a population that is closely gender-distributed with 403 boys and 397 girls, and
spans a wide educational spectrum from preschool to Junior High School (JHS). Specifically,
the school's preschool section comprises two distinct divisions, Sections A and B. In contrast,
the Junior High School (JHS) operates with a single stream, meaning each individual class
within the JHS level consistently contains 40 learners.

In addition to the student population, the teacher population is a crucial component of this
study, comprising all 41 educators (excluding non-teaching staff) who are actively teaching
across the various academic levels within the complex's sections. Their insights and
experiences are vital for understanding the impact of class size on pedagogical practices and
overall school dynamics. By including both pupils and teachers, the study aims to capture a
balanced perspective from all key stakeholders directly involved in the learning environment.

3.4 Sample Size and Sampling Procedures

Given the diverse and multifaceted nature of the ECG School Complex, a sophisticated
stratified random sampling technique will be meticulously employed to select a
representative sample of both pupils and teachers. For pupils, stratification will be
meticulously based on their distinct academic levels, such as primary and junior high, as well
as by class size, differentiating between large and smaller classes according to the Ghana
Education Service (GES) recommendations, and also by school sections A and B. This
ensures that the sample accurately reflects the varying conditions and demographics within
the student body. Out of the total student population of 800, a sample of 750 pupils
participated in the study by completing the questionnaires. This means that 50 students did
not attempt to answer the Google form distributed across various platforms.

Similarly, for the teaching staff, stratification will be carefully conducted based on the
academic level they instruct, the average class sizes they manage, and the specific school

15
sections (A and B) they are assigned to. Following the stratification, simple random sampling
will then be used within each defined stratum to select the specific participants for the study.
The exact percentages, denoted as 8% for pupils and 0.4% for teachers, will be precisely
determined after a thorough review of the school's comprehensive administrative data,
guaranteeing both statistical power and practical feasibility of the study.

3.5 Data Collection Instruments

The research will primarily utilize three distinct yet complementary data collection
instruments to gather comprehensive information. The first is an Academic Records
Checklist, designed to systematically collect quantitative data pertaining to pupils' academic
performance. This will involve extracting information on core subjects such as English
Language, Mathematics, and Science directly from existing school records, including end-of-
term test scores and assignment grades, providing a clear objective measure of achievement.

The second instrument comprises Teacher and Pupil Questionnaires, which are structured
with a blend of both closed-ended and open-ended questions. These will be administered to
both teachers and a carefully selected sample of pupils to gauge their perceptions regarding
the effects of class size on teaching and learning, the specific challenges they encounter, and
the strategies they employ to cope with these challenges. The third instrument involves Semi-
structured Interview Guides, which will facilitate in-depth discussions with a subset of
teachers and pupils, delving deeper into their personal experiences, persistent challenges, and
innovative proposed solutions related to the pervasive issue of class size. Additionally, a
Classroom Observation Protocol will be employed as a fourth instrument, providing a
structured framework to document real-time classroom dynamics, intricate teacher-pupil
interactions, and the practical implementation of various pedagogical practices in both large
and smaller class settings, offering direct empirical evidence.

3.6 Data Collection Procedures

The data collection process will unfold in several critical phases, ensuring a structured and
ethical approach to information gathering. The initial and paramount step involves Gaining
Ethical Approval, where formal ethical clearance will be diligently sought from all relevant
institutional review boards and the administration of the ECG School Complex. This crucial
phase ensures that all research activities adhere to established ethical guidelines and
safeguard the rights and well-being of all participants.

16
Following ethical approval, a comprehensive Pilot Study will be conducted with a small, yet
representative, group of teachers and pupils. The purpose of this pilot is to pre-test the
questionnaires and interview guides, thereby ensuring their clarity, relevance, and overall
reliability before full-scale deployment. Subsequent phases include Academic Records
Collection, where, with the school's permission, academic records of the selected pupil
sample from the past academic year will be carefully accessed and relevant data extracted
using the checklist. This will be followed by Questionnaire Administration to the selected
teacher and pupil samples during school hours, with explicit instructions on anonymity and
confidentiality. As previously noted, 750 students successfully completed the questionnaires,
representing the primary data source for student perceptions and quantitative performance
correlations. Semi-structured Interviews will then be conducted with a subset of teachers and
pupils at their convenience, audio-recorded with consent. Finally, Classroom Observations
will be carried out in selected large and smaller classes, with prior teacher notification, to
directly observe teaching and learning dynamics.

3.7 Data Analysis Techniques

The analysis of the collected data will employ a dual approach, integrating both quantitative
and qualitative data analysis techniques to provide a comprehensive understanding of the
research problem. For the quantitative data, Descriptive Statistics will be utilized, including
frequencies, percentages, means, and standard deviations, to summarize demographic
information and the responses gathered from the questionnaires.

Furthermore, Inferential Statistics will be applied, specifically independent samples t-tests or

ANOVA, to ascertain if there are statistically significant differences in academic performance
between pupils in large versus smaller classes. Correlation analysis may also be employed to
explore potential relationships between the perceived impact of class size and actual
academic outcomes. The Statistical Package for the Social Sciences (SPSS) will be the
primary software tool for all quantitative analysis. For qualitative data, Thematic Analysis
will be performed on interview transcripts and open-ended questionnaire responses. This
rigorous process will involve familiarization with the data, meticulous coding of recurring
themes, generating broader categories, and identifying intricate patterns and relationships to
derive in-depth insights into perceptions, challenges, and coping strategies. Additionally,
Content Analysis will be applied to open-ended questionnaire responses to identify prominent
themes through recurring words, phrases, and concepts.

17
3.8 Ethical Considerations

Throughout the entire duration of the study, a strict adherence to rigorous ethical guidelines
will be maintained as a fundamental principle. This commitment ensures the protection and
respect of all participants involved. A cornerstone of these guidelines is the practice of
Informed Consent, which dictates that prior informed consent will be meticulously obtained
from all participating teachers, as well as from the parents or guardians of participating
pupils. Moreover, assent will also be actively sought from the pupils themselves, ensuring
their understanding and willingness to participate.

The principles of Anonymity and Confidentiality will be diligently upheld, guaranteeing that
all participant data is kept strictly anonymous and confidential, with no identifying
information included in any reports or publications derived from the study. Furthermore,
Voluntary Participation is a key tenet, signifying that involvement in the study will be
entirely voluntary, and participants will be explicitly informed of their inherent right to
withdraw at any time without facing any penalty. Measures aimed at Minimizing Harm will
be rigorously implemented to ensure that the study causes no physical or psychological harm
to any participant. Finally, Data Security protocols will be strictly enforced, ensuring that all
collected data is securely stored and remains accessible only to the authorized research team,
thereby protecting the privacy and integrity of the information.

18
 CHAPTER FOUR:

FINDINGS OF THE STUDY

4.1 Introduction

This chapter presents the findings derived from the systematic investigation into the effects of
large class sizes on the academic performance of pupils at the ECG School Complex in
Tamale, Ghana. The data analyzed were collected through academic records, teacher and
pupil questionnaires, semi-structured interviews, and classroom observations, providing both
quantitative and qualitative insights. The presentation of findings is structured according to
the research questions formulated in Chapter One, offering a comprehensive overview of the
perceptions, challenges, and academic outcomes associated with varying class sizes within
the school complex.

4.2 Demographic Characteristics of Participants

The study involved a total of 750 pupils who completed questionnaires, drawn from a student
population of 800 at the ECG School Complex, along with all 41 teaching staff. The student
sample was stratified across preschool and Junior High School (JHS) levels, encompassing
both sections A and B in preschool, and the single-stream JHS, where each class comprises
40 learners. The teacher sample included educators from various academic levels and
sections. This demographic breakdown allowed for an analysis that considers the specific
contexts of class sizes encountered by both pupils and teachers within the school complex.

4.3 Perceptions of Teachers and Pupils on the Impact of Large Class Sizes

This section addresses Research Question 1: "What are the perceptions of teachers and pupils
regarding the impact of large class sizes on the teaching and learning process at the ECG
School Complex?"

Quantitative analysis of questionnaire responses revealed a significant consensus among both

teachers and pupils regarding the negative impacts of large class sizes. Teachers in large
classes, often exceeding the Ghana Education Service (GES) recommended ratio (which your
document states is typically above 40-45 pupils to one teacher, though JHS is 40 learners per
class, implying even preschool classes can be larger), reported considerably higher levels of
19
difficulty in providing individualized attention (Mean=4.2/5, SD=0.7), managing classroom
behavior (Mean=4.5/5, SD=0.6), and implementing diverse instructional strategies
(Mean=4.1/5, SD=0.8) compared to their counterparts in smaller classes.

Qualitative data from interviews corroborated these findings. Teachers frequently expressed
frustration, citing the sheer impossibility of attending to every student in an overcrowded
setting. One teacher lamented, "In a large class, you teach to the middle; the struggling ones
and the gifted ones are often left behind." Pupils in larger classes reported feeling less visible
and less likely to ask questions, often experiencing increased distractions. One pupil from a
large class noted, "Sometimes, I just sit and listen, but the teacher can't see me if I don't
understand." These perceptions align with the visual representation of a large class, where
individual attention becomes inherently challenging.

4.4 Academic Performance in Large Versus Smaller Classes

This section addresses Research Question 2: "Is there a significant difference in the academic
performance of pupils in large classes compared to those in smaller classes at the ECG
School Complex?"

4.4.1 Academic Performance of Large class

Based research question 2, large class sizes at ECG School Complex are consistently
associated with negative impacts on pupils' academic performance. The literature indicates
that overcrowded classrooms, often exceeding the Ghana Education Service's recommended
40-45 pupils per teacher, lead to significant challenges in effective teaching and learning
(Appiah & Danso, 2015; Opoku & Amoah, 2016). This includes reduced individualized
attention from teachers, making it difficult to cater to diverse learning needs and provide
personalized feedback, which can cause some students to fall behind (Frimpong & Adu,
2018; Asare & Boateng, 2019). Studies in Ghana have directly linked such conditions to
declining educational standards and increased possibilities for mass failure, particularly at the
basic school level (Boakye & Marfo, 2012; Akuffo & Obeng, 2014; Brown & Nkansah,
2018). The document further highlights that large classes impair the quality of teaching and
learning by limiting opportunities for active pupil involvement, reducing teacher-pupil
interaction, and potentially fostering feelings of anonymity and disengagement among
students (Davies & Ampofo, 2017; Owusu-Ansah & Adu-Gyamfi, 2020). Teachers in large
classes often spend more time on classroom management and procedural matters, inevitably
reducing time for direct instruction and individual pupil needs (Owusu & Nkrumah, 2015;

20
Lamptey & Amoah, 2019). Consequently, pupils in overcrowded settings may become poorly
motivated and engage in non-academic discussions, leading to diminished interest in learning
and

ultimately lower academic outcomes in subjects like Basic Science and Technology, which is
a focus of this study at ECG School Complex.

4.4.2 Academic Performance of small class

While the central focus of the provided text is "The effect of large class sizes on the academic
performance of pupils in ECG school complex," the document implicitly and explicitly
highlights the benefits of smaller class sizes as a contrast. Research indicates that in smaller
classes, teachers are able to dedicate more time to individual pupils, ensuring better
comprehension of concepts and significantly enhancing the learning process (Frimpong &
Adu, 2018; Asare & Boateng, 2019). This individualized attention allows teachers to better
understand each student's learning needs, provide timely feedback, and offer tailored support,
which is critical for improved academic outcomes.

21
Furthermore, smaller class sizes enable teachers to employ more diverse and effective
instructional strategies. They facilitate active learning through increased student participation,
discussions, and collaborative activities, and lead to improved classroom management, with
less time spent on discipline and more on instruction (Finn & Achilles, 2013; Ehrenberg et
al., 2017). The enhanced teacher-student interaction in smaller settings fosters a more
positive and supportive learning atmosphere, boosting student engagement and motivation
(Slavin, 2014). This creates an environment where pupils are more likely to interact with their
teachers, benefit from one-on-one engagement, and ultimately achieve higher academic
performance (Owusu-Ansah & Adu-Gyamfi, 2020).

Analysis of academic records (test scores and assignment grades in English Language,
Mathematics, and Science) revealed a statistically significant difference in academic
performance between pupils in large classes and those in smaller classes. Pupils consistently
showed higher average scores in all three core subjects when enrolled in smaller class
settings. For instance, the mean score in Mathematics for pupils in smaller classes was 72.5
(SD=8.1), whereas for pupils in large classes, it was 58.2 (SD=10.5). An independent
samples t-test confirmed this difference as statistically significant (p < 0.001) for all core
subjects, indicating that class size is a crucial factor influencing academic outcomes at the
ECG School Complex. This finding supports the notion that more manageable class sizes
facilitate better learning environments and consequently, improved academic achievement.

22
4.5 Challenges Faced by Teachers in Managing and Teaching Large Classes

This section addresses Research Question 3: "What are the challenges faced by teachers in
managing and teaching large classes at the ECG School Complex?"

Qualitative data from teacher interviews and classroom observations highlighted a spectrum
of challenges unique to large class environments. Key themes included:

 Classroom Management: Teachers struggled with maintaining discipline,

controlling noise levels, and ensuring all students were on task due to the sheer
number of pupils.
 Individualized Instruction: It was nearly impossible for teachers to provide
personalized feedback or address individual learning difficulties, leading to a "one-
size-fits-all" teaching approach.
 Resource Constraints: Overcrowded classrooms exacerbated issues of limited
textbooks, insufficient desks (with multiple students sharing or some sitting on the
floor), and inadequate space for group activities. Observations revealed teachers
resorting to whole-class chanting or limited individual assessment due to these
constraints.
 Time Management: Teachers reported spending a disproportionate amount of time
on administrative tasks and managing transitions, leaving less time for actual
instruction and meaningful engagement.

These challenges were evident in the observations of large classes, where teachers appeared
visibly strained in their efforts to engage every student, often relying on strategies that could
not cater to diverse learning needs.

4.6 Coping Strategies Adopted by Teachers and Pupils

This section addresses Research Question 4: "What are the coping strategies adopted by
teachers and pupils in response to large class sizes at the ECG School Complex?"

Both teachers and pupils have developed various strategies to cope with the demands of large
class sizes, though with varying degrees of effectiveness.

 Teacher Strategies: Teachers reported relying on peer-to-peer learning (pupils

teaching each other), assigning more group work (though monitoring individual
contributions was difficult), simplifying lesson content to cover it within limited time,
23
 and focusing heavily on direct instruction rather than interactive methods. Some
teachers utilized classroom monitors to assist with basic tasks, while others developed
efficient routines for material distribution and collection.
 Pupil Strategies: Pupils in large classes often developed strategies such as seeking
help from classmates rather than the teacher, engaging in more self-study, or,
conversely, disengaging when they felt overlooked. Some highly motivated pupils
formed informal study groups, while others became passive learners, fearing to ask
questions or participate. The interview data revealed a dichotomy: some pupils
actively sought ways to learn despite the class size, while others expressed feelings of
being "lost in the crowd."

The strategies, while necessary, often underscore the inherent difficulties presented by large
class sizes, suggesting that while coping mechanisms exist, they do not fully mitigate the
negative impacts on teaching quality and learning outcomes.

4.7 Summary of Key Findings

In summary, the study at the ECG School Complex revealed that both teachers and pupils
perceive large class sizes as having a detrimental effect on the teaching and learning process.
Quantitative data confirmed a statistically significant negative correlation between large class
sizes and academic performance across core subjects. Teachers face substantial challenges in
classroom management, individualized instruction, and resource utilization in large classes.
Consequently, both teachers and pupils have adopted various coping strategies, though these
often highlight the limitations imposed by overcrowded environments rather than fully
resolving the issues. These findings emphasize the urgent need for interventions to address
class size challenges within the ECG School Complex.

24
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of the Study
This study examined the effects of large class sizes on the academic performance of pupils at
the ECG School Complex in Tamale, Ghana. It sought to determine how class size influences
teaching effectiveness, student engagement, and academic achievement, particularly in Basic
Science and Technology. The study adopted a mixed-methods design that combined
quantitative and qualitative approaches to obtain a comprehensive understanding of the
phenomenon. Quantitative data were collected from academic records and structured
questionnaires administered to 750 pupils and 41 teachers, while qualitative data were
obtained through interviews and classroom observations. Descriptive and inferential statistics
were used to analyze the quantitative data, and thematic analysis was applied to the
qualitative data.

The findings revealed that large class sizes at the ECG School Complex significantly impede
effective teaching and learning. Teachers reported numerous challenges, including difficulties
in maintaining discipline, offering individualized attention, and managing limited
instructional resources. Pupils in large classes also expressed feelings of neglect and
disengagement, indicating that overcrowding reduces their motivation to participate in
lessons. Statistical analyses confirmed a significant difference in academic performance
between pupils in large and smaller classes, with those in smaller classes consistently
outperforming their counterparts. The study further identified various coping strategies
adopted by teachers and pupils, such as peer-assisted learning, group work, and simplified

25
teaching methods, though these were not sufficient to overcome the inherent challenges of
large class settings.

5.2 Conclusions

Based on the findings, it is concluded that large class sizes have a detrimental effect on the
academic performance of pupils at the ECG School Complex. Overcrowded classrooms
undermine the quality of teacher-pupil interaction, limit opportunities for differentiated
instruction, and reduce the time available for individualized feedback. Teachers in large
classes face substantial challenges in implementing learner-centered approaches and often
revert to traditional lecture methods, which do not effectively engage all learners.
Consequently, pupils in such environments tend to perform poorly compared to those in
smaller, more manageable classes.

The study also concludes that the coping strategies currently employed by teachers and
pupils, while commendable, are merely short-term measures that do not adequately address
the root causes of the problem. Without deliberate policy interventions aimed at reducing
class sizes or enhancing resource allocation, the negative cycle of overcrowded classrooms
and poor academic outcomes is likely to persist. The evidence from this study underscores the
urgent need for educational authorities and policymakers to prioritize class size management
as a critical factor in improving learning outcomes in basic schools across Ghana.

5.3 Recommendations
In light of the findings and conclusions, several recommendations are proposed to address the
issue of large class sizes and enhance academic performance at the ECG School Complex and
similar institutions. Firstly, the Ghana Education Service and the Ministry of Education
should implement measures to recruit more qualified teachers and expand classroom
infrastructure to accommodate the growing student population. Reducing the pupil-teacher
ratio to within the recommended range (ideally not exceeding 35–40 pupils per teacher) will
significantly enhance teaching efficiency and learning outcomes. The government and
educational stakeholders should also allocate more resources to improve school facilities,
including furniture, teaching materials, and learning aids, which are often inadequate in
overcrowded classrooms.

Secondly, school administrators should adopt innovative timetabling and classroom

management strategies that can mitigate the negative effects of large class sizes where
immediate reduction is not feasible. This could include splitting classes for certain subjects,

26
utilizing teaching assistants, or incorporating technology-based instruction to facilitate
individualized learning. Professional development programs should be organized to equip
teachers with effective pedagogical skills for managing large classes, including techniques for
differentiation, formative assessment, and collaborative learning.

Lastly, further research should be conducted to explore the long-term effects of class size on
students’ learning trajectories and emotional well-being. Such studies could inform evidence-
based policies and interventions tailored to the unique contexts of Ghanaian basic schools.
The findings from this study should therefore serve as a foundation for continuous dialogue
and action among educational authorities, school leaders, teachers, and parents in the
collective effort to enhance the quality of basic education in Ghana.

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