CLASS SIZE AND METHODS OF TEACHING AS PREDICTORS OF ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN SOME SELECTED SCHOOLS IN AFIJIO LOCAL GOVERNMENT AREA OF OYO STATE

This study investigated the influence of class size and teaching methods on the academic performance of secondary school students across selected schools in Afijio Local Government Area, Oyo State, employing a descriptive survey design with a sample of 150 students selected through stratified random sampling. Data were collected using a validated structured questionnaire and analyzed through frequency tables, percentages, and chi-square statistics, revealing that smaller class sizes significantly enhance academic performance by improving interaction and concentration. Additionally, interactive and technology-based teaching methods were found to be more effective than traditional lectures, with evidence suggesting that adaptive teaching strategies can mitigate the challenges of larger classes. The study concludes that both factors critically shape learning outcomes and recommends maintaining manageable class sizes, adopting diverse, student-centered teaching approaches, and investing in teacher training to address varying classroom dynamics. Furthermore, it advocates for policy support toward hybrid learning and student feedback systems to sustain improvements in education.