CHAPTER ONE

1.0              INTRODUCTION

1.1       Background of the Study

As school population increases class sizes also increase, the performances of students become an issue.

According to Dror (1995), class size has become a phenomenon often mentioned in the educational literature as an influence on pupil’s feelings and achievement, on administration, quality and school budgets. In his words he noted, that class size is almost an administrative decision over which teachers have little or no control. Most researchers start from the assumption that size of the class would prove a significant determinant of the degree of success of students. In fact, with the exception of a few, many studies have reported that under ideal situation, class size in itself appears to be an important factor. The first issue that calls for immediate clarification is what number of students should constitute a large group and what should be described as as all group? In describing a small group, Bray (1990) observed that they have few teachers with small pools of talent; offer limited range of subjects and characteristically finding it hard to justify costly investment on libraries… their pupils lack competition and interest with relatively few peers as they get stucked with same teacher for an entire school career.

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