Effects of Class Sizes on Students Academic Performance in Computer Studies in Senior Secondary Schools, Zaria Local Government Area

This study examines the impact of class size on students' academic performance in computer studies among Senior Secondary School II (SS2) students in public schools across Zaria Local Government. Utilizing a descriptive survey design, data were collected through a structured questionnaire to evaluate the relationship between small class size, large class size, and classroom management. Guided by the Research Advisor’s (2006) sample size recommendations, the study conducted a descriptive analysis to assess how varying class sizes affect students' academic performances, teacher effectiveness, and classroom management. Findings reveal that smaller class sizes enhance student focus, foster stronger teacher-student interactions, and support better overall academic performance in computer studies. In contrast, larger class sizes often lead to challenges in concentration, individualized attention, and resource accessibility, resulting in a decrease in student engagement and performance. These insights are intended to aid school administrators, educators, and policymakers in developing strategies for effective classroom organization and instructional practices. The study underscores the importance of maintaining manageable class sizes to facilitate high-quality teaching and learning, particularly in technical subjects like computer studies, where individualized attention and access to resources are essential for student success.