INVESTIGATING THE IMPACT OF CLASS SIZE ON STUDENT’S ACHIEVEMENT IN TEACHING AND LEARNING BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN GWALE LOCAL GOVERNMENT AREA, KANO STATE.

This study investigates the impact of class size on students' achievement in teaching and learning Biology among senior secondary school students in Gwale Local Government Area, Kano State. To achieve this aim, four research questions were raised. A descriptive survey research design was employed. The population of the study comprises all senior secondary schools in Gwale Local Government. A simple random sampling technique was used to select five (5) schools from the population in the study area. The data collected were analyzed using Mean and Standard Deviation. The study found that large class sizes make it difficult for students to concentrate during lessons, ask questions, and understand the teacher. Large classes also limit student-teacher interaction, leading to misunderstandings and difficulty in grasping important biological concepts. In addition, teachers find it challenging to provide individualized attention, conduct hands-on lessons, and supply hands-on materials. Students often struggle to understand Biology in large classes due to noise and distractions. Overcrowding also makes practical sessions more difficult, affecting their effectiveness. The study therefore recommends that teachers should be given adequate and frequent training on how to manage large classes. Additionally, teachers should be properly rewarded based on their dedication to duty and efforts in managing large classes.