Duncan AhimbisibweDr. Barigye Enock (PhD)Rev. Dr. Judith Arinaitwe (PhD)2025-11-212025-11-212025-09www.theadvancedglobaljournalofresearch.nethttp://hdl.handle.net/20.500.12284/874The study examined the influence of teacher-student ratios on the application of group work in secondary schools within Bushenyi-Ishaka Municipality. A cross-sectional qualitative design was employed, with data collected through questionnaires from 50 teachers, interviews with 5 headteachers, and observations of 50 students across five secondary schools. Purposive and random sampling techniques were used to select participants, while the reliability and validity of instruments were ensured through pre-testing and expert review. Data were analyzed thematically to capture perceptions, challenges, and strategies in applying group work under varying class sizes. The results revealed that current teacher-student ratios ranged between 1:50 and 1:80, far above the recommended 1:45. This undermines effective supervision and individualized support. While group work is practiced, its application remains uneven, favoring practical subjects more than theoretical ones. Overcrowding leads to unequal participation, limited teacher guidance, and reduced collaborative effectiveness, though some teachers mitigate these challenges by forming smaller groups and appointing peer leaders. The study concluded that high teacher-student ratios negatively affect the effective application of group work by restricting engagement, peer interaction, and collaborative problem-solving. However, group work still holds potential to enhance learning if supported by manageable class sizes and adequate teacher facilitation. It is therefore recommended that the Ministry of Education reduce teacher-student ratios through increased recruitment and improved infrastructure.en-USCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/InfluenceTeacher-Student RatiosGroup WorkSecondary SchoolsArticle