Abstract:
This study investigates the relationship between class size and student learning outcomes in
primary schools in Nairobi, Kenya. Using a regression analysis framework, the study
analyzes data collected from 100 students and 100 teachers across multiple schools to assess
the impact of class size on students' academic performance. The findings reveal a significant
negative correlation between larger class sizes and lower student marks, with approximately
63.1% of the variance in student performance explained by class size. Teachers'
qualifications, represented by TSC registration, were consistent across participants and did
not introduce variability in the analysis. This research highlights the critical need for policies
aimed at reducing class sizes to improve educational outcomes. The study's theoretical
foundation draws from Human Capital Theory, Social Interaction Theory, and Resource
Dependency Theory, underscoring the multifaceted nature of class size effects.
Recommendations for educators, policymakers, and future research directions are
discussed, providing actionable insights for optimizing classroom environments in Nairobi
and similar urban contexts