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Quantitative analysis uses national results from 110 middle and higher secondary schools for class 10 and 12 across 2015–2019. Qualitative feedback is collected from 25 teachers experienced in both rural and urban settings. Correlation, descriptive analysis, and t-test are applied for quantitative work, while thematic analysis is used for qualitative data. Results show a negative relationship between student enrollment and achievement and rural schools slightly outperform urban schools overall, with exceptions in 2015.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/relationship-between-the-number-of-students-in-the-school-and-the-academic-achievement-in-the-secondary-schools-in-bhutan/591830/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/relationship-between-the-number-of-students-in-the-school-and-the-academic-achievement-in-the-secondary-schools-in-bhutan/591830.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study analyze regarding secondary schools in Bhutan?","Question",{"text":112,"@type":113},"It analyzes the correlation between the number of students and academic achievement, and also examines how school location relates to academic performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and participants are used in the study?",{"text":117,"@type":113},"Quantitative data come from national examination results of 110 middle and higher secondary schools (class 10 and 12) from 2015 to 2019. Qualitative feedback is gathered from 25 teachers with experience in both rural and urban schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main findings about class size and achievement?",{"text":121,"@type":113},"The study finds a negative correlation between the number of students and school achievement, with correlation coefficients of about -0.2 (2017), -0.3 (2018), and -0.4 (2019). 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For the quantitative analysis, the national result of 110 middle and higher secondary schools (class 10 and 12) from 2015 to 2019 was taken from Bhutan Council of School Examination and Assessment (BCSEA) . For the qualitative analysis, feedback was collected from 25 teachers who had an experience of teaching in both rural and urban school. For quantitative, the correlation analysis, descriptive analysis and t-test was done; for qualitative, thematic analysis was done. The study found that there is negative correlation between the number of students and the school achievement. The correlation coefficient was -0.2, -0.3 and -0.4 for the year 2017, 2018 and 2019 respectively. However, it showed moderately negative correlation in all the years except for 2015 which was 0.02, a positive correlation. The comparison of academic achievement of rural and urban schools showed that rural schools have done slightly better than the urban schools in all the years. The average pass percent difference was 0.5, 0.3 and 3.6 in 2017, 2018 and 2019 but in 2015 urban school did better by 2.3 percent more than remote schools.  \nKeywords: academic, achievement, location, correlation, class size, facilities  \nINTRODUCTION  \nSince the introduction of modern education in Bhutan in early 1960s with few hundred students (MoE, 2014), the number of schools and number of children in the school expanded every year. The schools in Bhutan are spread all across the country; some are located in urban places and some in rural pockets of our country in a difficult terrain. Few schools are located at higher altitude above 3000m from thesea level which remains covered with snow for most of the months in a year. Location of schools has posed difficulty for school going children in multiple ways. Some children have to walk 2 to 3 hours daily to their school. In such cases, it becomes more difficult during monsoon season . Hence, learning becomes more challenging for these children and affects their performance. There are also some differences in the facilities provided in the school. It is comparatively better in the urban schools in terms of availability and accessibility of teaching and learning materials. This may lead to disparity in terms of delivering quality education to every child in the schools.  \nAdepoju and Oluchuwu (2011) argue that the distribution of secondary school in both urban and rural areas has serious implications on the academic performance of the students. Adepoju and Oluchuwu (2011) also established significant relationship between the location of schools and academic achievement of public examinations in Nigeria. The students’ performance in urban school was found to be higher than the performance of students in rural schools. Nwogu (2010) posits that rural students exhibited more learning difficulties than the students from urban schools in the learning of mathematics and science. Likewise, Downey (1980) found the scores of rural students to be two points lesser than the scores of urban students in each categories of American College Testing (ACT) in  \nCitation: Nidup, Y. (2022) . Relationship between the number of students in the school and the academic achievement in the secondary schools in Bhutan. Anatolian Journal of Education, 7(1), 139-154.  \n[https://doi.org/10.29333/aje.2022.7111a](https://doi.org/10.29333/aje.2022.7111a)  \nKansas. The performance of Hawaii public schools, tested through an examination revealed substandard achievement especially by the rural schools (McCleery, 1979) . Owoeye and Yara (2011) found a sig","cbCaiq1ScvaTt2z0","https://ap.wps.com/l/cbCaiq1ScvaTt2z0","pdf",321880,16,"English","# Introduction\n## Study rationale and background\n## Literature and related factors (location, facilities, class size)\n# Methods\n## Quantitative data sources and period\n## Qualitative teacher feedback\n## Analysis approach (correlation, t-test, thematic analysis)\n# Findings\n## Correlation between enrollment and achievement\n## Rural vs urban academic performance\n## Pass rate differences across years","[{\"question\":\"What does the study analyze regarding secondary schools in Bhutan?\",\"answer\":\"It analyzes the correlation between the number of students and academic achievement, and also examines how school location relates to academic performance.\"},{\"question\":\"What data and participants are used in the study?\",\"answer\":\"Quantitative data come from national examination results of 110 middle and higher secondary schools (class 10 and 12) from 2015 to 2019. Qualitative feedback is gathered from 25 teachers with experience in both rural and urban schools.\"},{\"question\":\"What are the main findings about class size and achievement?\",\"answer\":\"The study finds a negative correlation between the number of students and school achievement, with correlation coefficients of about -0.2 (2017), -0.3 (2018), and -0.4 (2019). It also finds rural schools slightly perform better than urban schools overall, with a noted exception in 2015.\"}]","Relationship between the Number of Students in the School and the Academic Achievement in the Secondary Schools in Bhutan | PDF",1792073300]