IMPACT, CLASS SIZE, TEACHING AND LEARNING CHEMISTRY, SENIOR SECONDARY SCHOOLS, EDO STATE

This study investigates the impact of class size on teaching and learning chemistry in senior secondary schools in Edo State, Nigeria, with a specific focus on exploring the relationship between class size and student learning outcomes, the impact of class size on teacher effectiveness, the challenges faced by teachers when teaching chemistry in large classes, and the optimal class size for effective teaching and learning of chemistry. Conducted in the context of Nigerian senior secondary schools, this quantitative research employed a survey design, utilizing a questionnaire to collect data from a sample of 100 students selected from 5 senior secondary schools in Edo State. The study's findings provide insights into the complex interplay between class size, teacher effectiveness, and student learning outcomes, highlighting the significance of optimal class size in promoting effective teaching and learning of chemistry. By elucidating the impact of class size on chemistry education, this study contributes to the existing body of knowledge, informing policy and practice in chemistry education in Nigeria, and providing recommendations for educators, policymakers, and stakeholders.