In Botswana there has been growing public outcry about decline in student achievement at all levels of the country’s basic education system. The government and some concerned members of the public such as teachers and parents have put blame on large class size for the negative effect on student academic achievement. This literature study which explored scholars’ views, insights and perspectives from diverse contexts, reveals no conclusive agreement about the effect of large or small class size on student achievement. What emerges are diverse perspectives, with some strongly stating that class size certainly has an effect on achievement, while others argue that although there is a relationship between class size and student achievement, other factors such as teacher training, professional and quality development, availability of instructional resources, and learners social and economic background, could combine together to have an adverse effect on classroom instruction. Based on the diverse perspectives derived from analysis of the literature, this study makes some recommendations for consideration by policy makers, educators, curriculum developers and other relevant stakeholders with intention to investigate potential factors that could affect student achievement.

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