Abstract

This research investigates the effect of student-teacher ratios on academic performance in secondary schools in Buea, Cameroon. In the context of rapidly increasing student populations and limited educational resources, understanding the relationship between class size and academic outcomes is critical for improving educational quality in secondary schools. This study seeks to explore how varying student-teacher ratios influence academic achievement, student engagement, and overall educational experiences.

The study employs a mixed-methods approach, combining quantitative data analysis of student academic performance with qualitative insights from interviews with students, teachers, and school administrators. Quantitative data is collected from student grade reports, exam scores, and attendance records across different secondary schools in Buea, categorized by their respective student-teacher ratios. Qualitative data is gathered through interviews and focus group discussions to provide a deeper understanding of the challenges faced by both teachers and students in overcrowded classrooms.

Preliminary findings reveal that higher student-teacher ratios negatively affect students’ academic performance. In classrooms with a high number of students per teacher, students tend to receive less individualized attention, feedback, and support, leading to lower levels of understanding and retention of course material. Teachers, on the other hand, are often overburdened by large class sizes, which reduces their ability to manage the class effectively and address the specific learning needs of each student. This dynamic results in diminished academic performance, particularly among students who require additional support to keep up with the curriculum.

The study also explores the coping mechanisms adopted by both students and teachers to mitigate the effects of high student-teacher ratios. These include peer-assisted learning, extended office hours, and group study sessions. However, despite these efforts, the overall impact on academic performance remains significant, particularly in schools with the highest ratios.

The research concludes that reducing student-teacher ratios is crucial for improving academic performance in secondary schools in Buea. Recommendations include hiring more teachers, improving classroom infrastructure, and implementing policies that limit class sizes. By addressing these issues, schools can create a more conducive learning environment, leading to better educational outcomes for students.

Keywords: Student-teacher ratio, academic performance, secondary schools, Buea, Cameroon, class size, educational quality, classroom management.