RELATIONSHIP BETWEEN CLASS SIZE AND STUDENTS OUTCOMES IN  NAIROBI PRIMARY SCHOOLS

MUTIRIA, SAMSON

dc.contributor.author	MUTIRIA, SAMSON
dc.date.accessioned	2025-01-16T08:29:10Z
dc.date.available	2025-01-16T08:29:10Z
dc.date.issued	2024
dc.identifier.uri	https://ir.gretsauniversity.ac.ke/xmlui/handle/20.500.12736/4089
dc.description.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	en_US
dc.publisher	Gretsa university	en_US
dc.subject	Research project	en_US
dc.title	RELATIONSHIP BETWEEN CLASS SIZE AND STUDENTS OUTCOMES IN NAIROBI PRIMARY SCHOOLS	en_US