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

Аннотация

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. Keywords: Class size, academic performance, educational quality, uzbekistan education system, overcrowded classrooms, student behavior, teacher effectiveness, private vs public schools, education policy, language learning, peer influence, teacher salary, interactive teaching methods, classroom management, student engagement. A pupil’s academic performance, student behavior, and quality of teaching are the three things that can be affected negatively in large-sized groups in educational system of Uzbekistan. Uzbek schools have a long history of educational systems, spanning centuries from the "Madrasa" to our modern schools of today. Education is one of the essential ways to improve a country's economy, diplomacy, and other sectors. However, there are many factors contributing to the poor quality of education in this country. A major factor is large class size, which is believed to have negative consequences on students' academic and behavioral performance. However, Min Shi (2019) claims that some empirical studies have found no statistically significant relationship between class size and student achievement. According to most parents, teachers, and professors, students (both pupils and high school students) can receive more attention and time from their teachers in smaller-sized groups. The decline in academic performance among students in large classes is becoming a prevalent issue in this technological era. While The Ministry of Education discusses various factors to potentially improve the education system, a crucial aspect often overlooked by professionals is the impact of class size on student learning performance. Research has demonstrably shown that studying in a large class leads to several negative consequences. Firstly, studying in larger groups hinders students' academic performance across all subjects due to distractions, lack of attention, and limited communication opportunities. In simpler terms, classroom noise can force teachers to focus on maintaining order, while students may struggle to hear the teacher clearly. Penny Fidler's (2001) research found that third-grade English language learners (ELL) with three years of Class Size Reduction (CSR) experienced significantly larger gains (2.02) in reading compared to students with only one year of CSR (0.16). 46 ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 7 This finding underscores the importance of smaller groups for language learners, facilitating conversation practice in a new language and promoting a more conducive learning environment where individual responses are actively encouraged. During my research presentation, I inquired about my audience's experiences with noisy group environments. The majority expressed negative opinions, aligning with my research findings on the detrimental impact of noise on academic performance. According to Alycr Olivera, excessive noise in classrooms can trigger various negative consequences, including stress, attentional difficulties, delayed neuropsychomotor development, aggressive behavior, and ultimately, a decline in learning performance. Several sub-factors contribute to this decline, 1.Picture is taken by Jeremy D. Finn and Gina M. Pannozzo,2003 The "Why's" of Class Size: Student Behavior in Small Classes with distraction being a primary culprit. This implies that students’ attention in class in being diverted when class size is large due to various distractions (Yusuf, Onifade & Bello, 2016). In large groups, active conversations between teachers and students are common, causing some pupils to lose focus on their studies. In addition, when a class is overcrowded, it becomes challenging to maintain order and effectively manage the classroom environment. The teacher faces difficulties in identifying students who need additional support and guidance due to the larger number of individuals present. Noise of the teacher makes the class noisier simultaneously responses will be louder. Moreover, the physical limitat