INFLUENCE OF CLASSROOM SPACE ON SOCIO-EMOTIONAL AND COGNITIVE DEVELOPMENT OF CHILDREN (6-11) YEARS IN PUBLIC PRIMARY SCHOOLS IN MAKURDI METROPOLIS OF BENUE STATE, NIGERIA

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Abstract

study examined the influence of classroom space on socio-emotional and cognitive development of children aged 6-11 years in public primary schools in Makurdi Metropolis, Benue State, Nigeria. A descriptive survey design was employed with 200 pupils selected through purposive sampling from five randomly selected public primary schools. Data were collected using a structured questionnaire and analyzed using mean, standard deviation, and chi-square statistics at 1% significance level. Findings revealed that pupils lacked adequate classroom space (M = 3.29), with significant negative influences on socio-emotional development (M = 3.20) and cognitive development (M = 3.22). Chi-square tests revealed significant relationships between classroom space and both socio-emotional (χ² = 15.42, p < 0.01) and cognitive development (χ² = 18.67, p < 0.01). The study concluded that inadequate classroom space significantly 
impairs both socio-emotional and cognitive development of primary school children. Policymakers and educational stakeholders must therefore prioritize infrastructural improvement through targeted funding, adherence to UNESCO’s (2022) post-pandemic space standards, and continuous monitoring by agencies such as BEQA. Recommendations include policy interventions for improved 
classroom infrastructure and adherence to international space standards. While infrastructure is being improved, schools should adopt flexible scheduling strategies, such as double shifts, to reduce overcrowding. Teachers should also receive training in managing large class sizes to maintain effective learning conditions.