A Comparative Perspective: Exploring the Impact of Class Size on University Student Achievement and Teacher Satisfaction

Abstract

This research study explores the impact of class size on university students’ academic achievement and teachers’ satisfaction, adopting a comparative perspective. The study aims to explore how variations in class size influence students’ learning outcomes and the satisfaction levels of teachers. The research is guided by two hypotheses: which were class size significantly affects students' academic performance, and also class size significantly impacts teacher satisfaction. The population of the study was comprises on university students and teachers from higher education institutions, with a sample of 300 respondents determined using L.R. Gay’s table for sample size selection. Stratified random sampling was employed to ensure representation across diverse disciplines and teaching levels. The study followed a survey design with a quantitative approach, using structured questionnaires as the primary data collection tool. The questionnaires were validated through expert review and pilot testing to ensure reliability and accuracy. Descriptive statistics, correlation, and regression analysis were used to investigate relationships and establish the effect of class size on the defined variables. This study provides useful insights for educational policymakers and administrators by making evidence-based recommendations for optimizing class sizes to increase learning outcomes and teacher satisfaction, ultimately contributing to better educational practices at the university level.