Classroom Structure and Class Size on Physics Students’ Academic Achievement in Calabar Education Zone of Cross River State, Nigeria

The purpose of this study was to determine the influence of classroom structure and class size on students’ academic achievement in physics among secondary schools in Calabar Education Zone of Cross River State, Nigeria. Two research questions were raised from which two null hypotheses were formulated. Ex-post-facto design was adopted for the study. The population of the study consisted of 3,559 SS 2 physics students in Calabar Education Zone of Cross River State. The sample consisted of 500 physics students drawn from seven secondary schools using multipurpose sampling technique. Classroom structure and class size questionnaire (CSSQ) and physics achievement test (PAT) were the instruments used for the collection of data. Data analysis was carried out using independent t-test and one-way analysis of variance (ANOVA). All the hypotheses were tested at 0.05 level of significance. There was a significant difference in academic achievement in physics between students in small class size and large class size (p = 0.000, p<.05), hence class size significantly influences students’ academic achievement in physics and there was significant difference in academic achievement in physics between students in terms of classroom seating arrangements (column- row, u-shape and amphitheater) (p = 0.000, p<.05), therefore classroom Structure (seating arrangements) significantly influence students’ academic achievement in physics. The major implication in this study is that students’ achievement in physics can be improved through improving the physical classroom structure and class size. Based on the findings, it was recommended, among others that, Government should inject more funds into school system for the construction of more school buildings.