INFLUENCE OF CLASS SIZE ON TEACHING OF COMPUTER SCIENCE AMONG PUBLIC SECONDARY SCHOOLS IN KATSINA ZONAL EDUCATION QUALITY ASSURANCE

This study investigates the influence of class size on teaching computer science among public secondary schools Katsina Zonal Education Quality Assurance. The study explores three key research questions: the effects of class size on teaching effectiveness, the strategies teachers employ to manage large classes, and the perceived impacts of class size on student performance. A descriptive survey design was employed, with data collected from 47 teachers through structured questionnaires. The data were analyzed using descriptive statistics, with findings presented in frequency tables. The results reveal that class size significantly affects teaching effectiveness, particularly in providing individualized attention and engaging students during lessons. Over 85% of respondents agreed that large class sizes hinder effective teaching. To mitigate these challenges, teachers utilize strategies such as group work, peer teaching, and the integration of ICT tools, with over 70% of respondents affirming the effectiveness of these methods. Furthermore, the study highlights that smaller class sizes enhance student performance and interaction, while large class sizes reduce individual participation and focus. The findings underscore the importance of optimizing class sizes to improve teaching and learning outcomes in computer science. The study recommends that education policymakers prioritize reducing class sizes and providing resources and training to support teachers in managing large classrooms effectively. These measures are critical for fostering an environment that promotes academic excellence and equitable learning opportunities in computer science.