Does Class Size Matter on Learning Output? A Case in Science and Mathematics Subjects in Public Secondary Schools in Siaya County, Kenya

Abstract

Class size is a key determinant for effective handling of learners if desirable results are to be realized. The policy standard requirement on class size is availed by the Ministry of Education to all learning institutions. However, the government has continuously given directives that schools should admit all students who seek admissions in their schools so as to enable 100% transition to secondary education, disregarding the policy standard on class size, forcing many schools to realize beyond policy class sizes. The purpose of this study was to determine the influence of class size on students learning output in science and mathematics subjects in public secondary schools in Siaya County, Kenya. The study was underpinned on the Education Production Functions Model by Hanushek (2008). The study employed convergent parallel mixed methods design. The target population was 6175, comprising 247 principals, 988 teachers and 4940 students, drawn from the 247 public secondary schools. Slovene’s formula was utilized to draw a sample size of 376 respondents from 15 sampled schools. The average termly class mean scores were used to measure the students’ learning output in the schools. Questionnaires, interview guides and document analysis guide were used to collect data. Test re-test method was used to determine reliability of the quantitative research instruments. While the quantitative data was analysed using descriptive and inferential statistics and presented in tables and graphical format, the qualitative data was analysed thematically and presented in quoted texts. The study found a positive linear relationship between class size and learning output. The coefficient of determination R² was established at 12% for class size and learning output. It was concluded that class size influenced learning output though there was no clear pattern that big or small class sizes influenced learning output in definite direction. Further, it was evident that although nearly all the schools fell short of the policy standard requirement on class size, teachers’ lauded smaller class sizes that they can be effectively managed. The study recommended that the Teachers Service Commission should consider rationalizing   student class size for effective teaching and learning.

Keywords: Small and Big Class Sizes, Beyond Policy Class Size Learning Output, Secondary Schools, Siaya County, Kenya.

DOI: 10.7176/JEP/13-28-05

Publication date:October 31^st 2022