Relationship Between Class Size and Academic Performance in Business Studies Among Junior Secondary School Students in Kosofe LGA, Lagos State

Fredrick Olayemi Ayodele; Ige Olubunmi Oladeji

doi:10.59890/ijaamr.v4i1.178

Authors

Fredrick Olayemi Ayodele Federal College of Education (Technical) Akoka
Ige Olubunmi Oladeji Federal College of Education (Technical) Akoka

DOI:

https://doi.org/10.59890/ijaamr.v4i1.178

Keywords:

Class Size, Academic Performance, Business Studies, Junior Secondary School, Lagos State

Abstract

This study examined the relationship between class size and academic performance in Business Studies among junior secondary school students in Kosofe Local Government Area, Lagos State. Using a correlational research design, data were collected from 100 students across four public schools through archival records and perception surveys. Descriptive statistics revealed that class sizes were generally large, with some exceeding 90 students, while academic performance was predominantly average. Pearson correlation analysis indicated a significant negative relationship between class size and academic performance (r = –0.59, p < 0.05), suggesting that overcrowded classrooms adversely affect learning outcomes. Additionally, a positive correlation was observed between class size and perception scores, reflecting students’ awareness of the challenges posed by large classes. The findings underscore the need for policy interventions to reduce class sizes and improve instructional quality in skill-based subjects

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