The Impact of Class Size Reduction on Student Learning Outcomes in Primary Level
Keywords:
Class Size Reduction, Student Outcomes, Primary Education, Teacher Perceptions, Academic Performance, Student Engagement, Educational PolicyAbstract
This study investigates the impact of class size reduction (CSR) on primary student learning outcomes in Khairpur Mirs, Sindh, involving 1758 primary school teachers. Utilizing a mixed-methods approach, data were collected from 100 teachers through a stratified random sampling method, employing a Likert-type questionnaire and semi-structured interviews. Descriptive and inferential statistics, including t-tests, ANOVA, Pearson correlation, and thematic analysis by NVivo, were used to analyze the data. Results revealed a significant inverse correlation (r = -0.62, p < 0.01) between class size and student achievement, with 82% of teachers reporting enhanced student participation and 78% noting improved academic performance in smaller classes. Qualitative findings highlighted better teacher-student interactions and individualized attention in reduced class sizes. Significant differences in perceptions were found based on gender and teaching experience, with experienced teachers reporting greater benefits. The study underscores the importance of maintaining class sizes between 20-25 students and recommends professional development and teacher recruitment to optimize educational outcomes.
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