Impact of Large Class Size on the Performance of English Language Students of Colleges of Education in Borno State, Nigeria

Abstract

This study investigates the impact of large class sizes on the academic performance of English Language students in the Colleges of Education Waka-Biu and Bama, Borno State, Nigeria. The objectives include examining the phenomenon of large class sizes, determining their impacts on students' performance, and exploring the problems and prospects of teaching English in such settings. Guided by three research questions, the study employed a descriptive survey design, sampling 430 respondents, including 400 students and 30 teachers, using random sampling techniques. Data were collected through structured questionnaires and analyzed using frequency, mean, and percentage, with a decision mean of 2.5 for interpreting findings. The findings reveal that large class sizes negatively affect student performance by limiting participation, feedback, and teacher-student interaction. Overcrowded classrooms were prevalent, reducing instructional quality. Teachers face challenges such as discipline management and implementing interactive teaching strategies, but innovative techniques and technological tools can mitigate these issues. The study concludes that addressing large class sizes, adopting pragmatic teaching methods, and providing teacher training are essential for enhancing English Language education. Recommendations include regulating class sizes, introducing group discussions and technology-assisted learning, and equipping teachers with skills and tools to manage large classrooms effectively.