Teacher’s Classroom Effectiveness, Class Size, Disciplinary Measures as a Correlate of Academic Performance: Implication for Counselling

Abstract

This study investigated the relationship between class size and various aspects of teaching, including teacher's effectiveness, disciplinary measures, and classroom management. The purpose of this study is to investigate the impact of class size on teacher effectiveness, disciplinary measures, and classroom management strategies, considering the difficulties arising from overcrowded classrooms. A purposive sampling technique was used to select 100 secondary school teachers from Akoko South-West Local Government Area of Ondo State. Data were collected using a self-constructed questionnaire, and reliability was assessed through a test-retest technique with 0.76 correlation co-efficient. Data were analysed using t-test and correlational analysis. The results indicated significant relationships between average class size and teacher's competency, classroom effectiveness, disciplinary measures, and classroom management. These findings highlight the importance of class size in determining academic performance and have implications for counselling. There was a significant difference between class size and teacher disciplinary measures. There was a significant difference between class size and teacher classroom management The study concluded that counsellors and parents-teacher’s association (PTA) influenced the educational and social need of the child in Ondo State. It was recommended amongst others that government should employ more teachers to fill the gap of students overcrowding and few teachers in the school settings.