Effect Of Crowding And Gender On Performance In Cognitive Task Among Pupils

Abstract

This study examined the effects of classroom crowding and gender on cognitive task performance among primary school pupils in Anambra State, Nigeria. With increasing concerns about overcrowded public classrooms, understanding how environmental stressors and gender differences influence cognitive functioning is critical. A total of 90 pupils (45 males and 45 females) aged 8-10 years participated in the study. The study investigated whether differences exist in cognitive performance across various levels of classroom crowding, between male and female pupils, and whether an interaction effect exists between crowding and gender. Crowd conditions were measured as low (20 pupils), moderate (30 pupils), and high (40 pupils), while cognitive performance was assessed using the Object Assembly subtest of the Wechsler Intelligence Scale for Children (WISC-III). Results from a two-way ANOVA revealed a significant main effect of classroom crowding on cognitive performance with pupils in highly crowded classrooms performing significantly poorly than those in moderate and low crowded classrooms. A significant main effect of gender was also observed indicating that female pupils outperformed males. Additionally, a significant interaction effect was observed suggesting that male pupils were more adversely affected by crowding. These findings highlight the importance of improving classroom conditions and adopting gender-responsive teaching strategies.