PERCEIVED EFFECTS OF CLASS SIZE ON STUDENTS’ PSYCHOLOGICAL WELLBEING IN THE UNIVERSITY OF BAMENDA
Keywords:
Abstract
This study was carried out on the “Perceived effects of class size on student’s psychological wellbeing in the University of Bamenda”. The study soughts to examine the perceived impact of large class size on students’ Psychological wellbeing; to examine the extent to which perceived impact of small class size influence student psychological wellbeing. The survey research design was used and the sample size was made up of 354 students who were from a college, school and faculty in the University of Bamenda. The instrument used for data collection was a questionnaire. The data were analysed using Statistical Package for Social Science (SPSS version 23.0) with the aid of descriptive and inferential statistics. The descriptive statistical tools used were frequency count and percentages. The Spearman’s rho test was used in testing the hypotheses of the study. Findings indicated that: there was a significant and negative relationship between large class size and the students’ psychological wellbeing (P=0.021, <0.05). Finding equally revealed that there was a significant and positive relationship between small class size and the students’ psychological wellbeing (P=0.009, <0.05). It was recommended that the government should alongside recruiting more teachers, build more classes to reduce large and overcrowded classrooms so as to make the student to learn in a supportive and comfortable learning environment.
Similar Articles
-
ADOPTING SMART DEVICES IN TEACHING FOR THE ACQUISITION OF 21ST CENTURY EMPLOYABILITY SKILLS BY STUDENTS IN STATE UNIVERSITIES IN CAMEROON
The American Journal of Social Science and Education Innovations: No. 09 (2023) / Agbor Emmanuel Oben, Endeley Margaret Nalova, Frederick Ashu Ebot, -
THE ROLE OF EDUCATION IN PROMOTING PEACE AND COUNTERING TERRORISM
The American Journal of Social Science and Education Innovations: No. 04 (2023) / Yaser Esmailzadeh, -
Moral Upbringing In Educational Sphere
The American Journal of Social Science and Education Innovations: No. 06 (2021) / Mukhiddinjon Teshaboev, -
Improving The Content Of Professional Educational Programs On The Basis Of Module-Competent Approach
-
TRANSFORMING ACCOUNTING EDUCATION: ANALYZING THE IMPACT OF INNOVATIVE TEACHING PRACTICES
-
THE MORAL EDUCATION OF CHILDREN AND YOUTH FROM A PEDAGOGICAL RETROSPECTIVE: REFLECTIONS ON MORAL DEVELOPMENT AND INSTRUCTION
The American Journal of Social Science and Education Innovations: No. 06 (2023) / Zoriana Perepeliuk, -
MOOD DISORDER IN STUDENTS WITH LEARNING DISABILITIES
The American Journal of Social Science and Education Innovations: No. 02 (2024) / Abbas Mahdi Mohammed, Hussein Furat Bahar, -
THE IMPLICATIONS OF ARTIFICIAL INTELLIGENCE FOR EDUCATIONAL SYSTEMS: CHALLENGES, OPPORTUNITIES, AND TRANSFORMATIVE POTENTIAL
-
LEGAL STANDARDS IN EDUCATION AND THEIR IMPACT ON SCHOOL FUNCTIONING: THE CASE OF THE CZECH REPUBLIC
-
Pedagogical Properties Of "Technological Education"
The American Journal of Social Science and Education Innovations: No. 05 (2021) / Sobir Xudoyberdiyevich Qaxorov,
References
Adeyemi, T.O. (2008). The influence of class size on the quality of output in secondary schools in Ekiti State, Nigeria. AmericanEurasian Journal of Scientific Research.3 (1), 7-14.
Amua-Sekyi, E. T. (2010). Teaching in universities in Ghana: The tensions and dilemmas. Ghana Journal of Education Teaching. 9(2), 141-149.
Carol, D. R.,(1991). Psychological well-being in adult life. Current Directions in Psychological Sience,4, 99-104.
Chan, C. (2010). Assessment: Assessing Large Class, Assessment Resources @HKU, University of Hong Kong [http://ar.cetl.hku.hk/large_class.htm.
Chingos, M.M (2013). Class size and student outcomes: Research and policy implications. Journal of Policy Analysis and Management, 32(2):411-438.
Chingos, M.M (2013). Class size and student outcomes: Research and policy implications. Journal of Policy Analysis and Management, 32(2):411-438..
Deci, E.L. & Ryan, R.M., (2008). The What and Why of goal pursuits: Human needs and the self- determination of behavior. Psychological Inquiry, 11, 227-268.
Ellis R, Limjoco V & Johnson, A., (2011). Teacher layoffs raise class-size tensions. NBC News,
Fleming, J. J. (1988). Public opinion on change in women’s rights and roles. In S. M. Dornbusch & M. H. Strober (Eds)., Feminism, children, and the new families (pp. 47-66). New York: The Guilford Press.
Fleming, R., Toutant T. &nRaptis H. (2002). Class size and effects: A review.Bloomington, IN: Phi Delta Kappa Educational Foundation.
Hanushek, E. (1989). The impact of differential expenditures on school performance. California: Sage Publications.
Hanushek, E.A. (2006). School Resources. In Handbook of the Economics of Education. Vol. 2, Chap.14, p.3, 39..
Hattie, M. (2009). Class size reduction in Wisconsin: a fresh look at the data.www.asu.edu/educ/epsl/EPRU/documents/EPSL-0309-110EPRU.doc.
Herbst, M.C. (2001). Publishing your Research, Pain or Pleasure. Pretoria: Okhuthele.
Hoxby, C. M. (2000): “The Effects of Class Size on Student Achievement: New Evidence from Population Variation”, Quarterly Journal of Economics, (Nov.), Vol. 115(4), pp. 1239-1286.
Huppert, F.A., (2009). Psychological well-being: Evidence regarding its causes and consequences. Applied Psychology: Health and well-being, 1, 137-164.
Ikediaskhi, N.N & Amaechi, O.N (2012). Pupil-teacher ratio: Implication for quality education in Nigerian primary schools. AFRREV IJAH: An International Journal of Arts and Humanities, 1(1):257-264.
Imtiaz, S. (2014). Exploring strategies for English language teaching of Pakistani students in public sector colleges. Research Journal of English Language and Literature (RJELAL), 2(2):247-253.
Johnson, L. (2011). Does class size really matter? District Administration, 47(9), 104-105.
Kiggundu, E & Nayimuli, S. (2009). Teaching practice: a make or break phase for student teachers. South African Journal of Education, 29(3):345-358.
Kumar, V.N (2016) The advocate for citizenship education, University of Buea, Cameroon.
Lazear, E. P. (2001). Educational production. Quarterly Journal of Economics, 116(3) 777-803.
McKeachie, W. J. (1990), “Research on College Teaching: The Historical Background,” Journal of Educational Psychology, 82(2), (June), 189-200.
Molnar, D.J. Chase, C.I. and Walden, J.D. (2000). Effects of reduced class size in primary classes. Educational Leadership, 45: 48-50.
Mustafa, H. M. H, Mahmoud S, Assaf, I. H, Al-Hamadi A & Abdulhamid Z. M. (2014). Comparative analogy of overcrowded effects in classrooms versus solving ‘cocktail party problem’ (neural networks approach). International Journal of Engineering Science and Innovative Technology (IJESIT), 3(2):175-182.
Omwirhiren, E. M. & Anderson, F. E. (2016). Effect of class size and students’ attitude on academic performance in chemistry at demonstration secondary school, Ahmadu Bello University, Zaria, Nigeria.
Opoku-Asare N.A, Agbenatoe W.G & DeGraft-Johnson K.G (2014). Instructional strategies, institutional support and student achievement in general knowledge in art: Implications for visual arts education in Ghana. Journal of Education and Practice, 5(21):121-134.
Toth, L., &Montagna, L., (2002). Class size and achievement in higher education: A summary of current research College Student Journal, 36(2), 253-261).
Yusuf, T. A., Onifade, C. A. & Bello, (2016). Impact of class size on learning, behavioural and general attitudes of students in secondary schools in Abeokuta, Ogun State, Nigeria. Journal of Research Initiatives, 2(1) 1-16.
