Overcrowded Classrooms: Effect on Teaching and Learning Process in Public Secondary Schools in Ilemela Municipality, Tanzania

Abstract

With parents, teachers, and policymakers, reducing class size is a favoured education policy approach. Cursory studies had suggested that overcrowded classroom results in relatively modest in students’ academic achievement. Underpinned by the Social Cognitive Theory, this study assessed how overcrowded classrooms affect the teaching and learning process in Ilemela Municipality, Mwanza -Tanzania. The study adopted a mixed research approach and convergent parallel research design. The sample consisted of 110 respondents including 1 MSEO, 1 Quality Assurance, 8 heads of school 40 teachers and 60 students. Structured questionnaires and interview guide were used as research instruments. Data were analysed through descriptive statistics and thematic analysis. The synthesis of the findings revealed that classrooms in Ilemela municipality are overcrowded –against the access bargain of 45 students per class; students exceeded 90 within a single stream. On the basis of the findings it was concluded that overcrowded classrooms has an effect on the teaching and learning process, since it limits the application and implementation of competence based curriculum and supportive classroom management practices which aid effectiveness of teaching and learning process. The study recommends that there is a need to enforce the policy on classroom size and to construct more classroom school so as to remedy the situation.

Teacher–Student Ratio: The Status Quo in Public Secondary Schools in Ubungo Municipality, Tanzania

“…This is due to high student enrollment rate, low teacher recruitment, and inadequate teaching and learning facilities. Similar to this, Likuru and Mwila, [1] found that the number of students per teacher is generally associated with the class size and it is mainly believed that smaller classes produce better teaching and learning. Also Ikediashi & Amaechi [10] argue that it is generally agreed that a lower teacher student's ratio lead to a high quality education.…”

“…However, there are exogenous factors, such as the number of students per teacher that affect effectiveness of the teaching and learning process. It is commonly accepted that smaller classrooms result in greater teaching and learning because there are fewer pupils per teacher [1]. According to Bayo (2005), smaller classes help all students since teachers can give each student more individualised attention, but at the secondary school level, low-achieving students benefit more.…”

Managerial Principles: Its role in the Utilization of Capitation Grants in Public Secondary Schools in Muleba District, Tanzania

“…The introduction of capitation grants and abolishment of school fees resulted into the increase of students' enrolment rate in most of the public schools. Capitation grants in secondary schools focused on subsidizing the costs and enhancing access to quality education in Tanzania (Likuru and Mwila, 2022). Consequently, the provision of capitation grants to the primary and secondary schools in Tanzania resulted in the achievement of almost universal literacy as almost all the eligible children inspite of their background, were able to access quality education.…”