STUDENT'S ACADEMIC PERFORMANCE IN LARGE-SIZED GROUPS IN EDUCATIONAL SYSTEM OF UZBEKISTAN

This article investigates the multifaceted effects of large class sizes on student academic performance, teacher effectiveness, and overall educational quality within the context of Uzbekistan’s education system. Drawing on both international research and local insights, including in-class experiments and feedback from educators, the author highlights how overcrowded classrooms hinder learning, reduce teaching quality, and contribute to student behavioral issues. The study contrasts large public-school classes with smaller private school environments, emphasizing the benefits of class size reduction. It also connects low teacher salaries to systemic issues in educational quality, advocating for strategic reforms such as increased educator compensation, construction of more schools, and policy attention to class size reduction. The findings reinforce the argument that smaller class sizes can lead to higher academic achievement, more effective teaching, and better classroom management.