Impact of Students’ Strength on their Academic Achievement in the Subject of English

Abstract

The purpose of the study was to investigate the impact of students’ strength on their academic achievement in the subject of English at primary level in districts of Attock and Lahore. For the selection of schools, purposive sampling technique was used to select the government primary school (GPS), 95 students from GPS school of district Attock whereas 100 students from GPS of district Lahore. Data was collected through an achievement test in English (ATE) after developing table of specification. ATE contained 20 questions covering two lower cognitive levels i.e. knowledge and comprehension. The achievement test was validated through experts’ opinions and pilot study. The reliability of English achievement test was 0.702. Data was analyzed using descriptive statistics (mean and SD) and inferential statistics (independent sample t-test and one-way ANOVA). Results revealed that there was no significant impact on students’ academic achievement by location whereas students’ strength in a classroom has a significant impact on their academic achievement in the subject of English. The study recommends adequate teacher-student ratio, preferably 1:25 for students’ better academic achievement in English. Furthermore, more in-service training courses for teachers should be organized by school management and Quaid-e-Azam Academy for Educational Development (QAED).