SOKOINE UNIVERSITY OF AGRICULTURE

FACULTY OF SCIENCE

DEPARTMENT OF EDUCATION

DEGREE PROGRAMME: BSC EDU (INFORMATICS AND MATHEMATICS)

SPECIAL PROJECT REPORT

TITLE: TO EXAMINE EFFECTS OF OVERCROWDED CLASS ROOMS TO ACADEMIC

PERFORMANCE IN SECONDARY SCHOOL

Case Study: Arusha Municipality.

STUDENT’S NAME: MBISE BARAKAELI GABRIEL

REGISTRATION NUMBER: EIM/D/2013/0048

NAME OF SUPERVISOR: MR. MGEN, A

DECLARATION

I, Mbise Barakaeli, declare to the senate of Sokoine University of Agriculture that this is my own

original work and has neither been submitted nor being currently submitted for a degree award in

any other university.

SUPERVISOR’S SIGNATURE AND DATE

SIGNATURE: ______________ DATE: _________________

STUDENT’S SIGNATURE AND DATE

SIGNATURE: _________________DATE: _________________

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ABSTRACT

This study assessed on the effects of overcrowded class rooms in academic performances. The

specific objectives were, to determine the challenges facing teachers in teaching overcrowded

classes, to examine relationship between overcrowded classrooms and their performances and to

identify and describe the alternative methodology that the teachers use in teaching overcrowded

classes. The study was conducted in four schools namely, Arusha secondary school, Arusha

Meru International school, Enaboishu secondary school and Enyoito secondary school in Arusha

municipality. A cross-sectional research design was used in the study and sample size for the

study was 40 respondents (10 respondents from each school). Purposive sampling techniques

were used to obtain respondents from each school.

Generally, the study found that more than 90% of teachers in Arusha municipal where the

research was conducted, it shows that most of teachers are teaching overcrowding classes with

more than 60 pupils in their classes. The remaining 10% of teachers are teaching optional

subjects which are science subjects (physics and chemistry) to form III and IV, basically these

teachers are teaching classes with few pupils due to the nature of the science subjects.

recommendation made is shifting class’s sessions, this were suggested as an alternative way to

deal with the situation where by the class sessions are divided into two such that the first session

start from 07:00 a.m. to 12:00 p.m. and the other session starts from 12:00 p.m. to 05:00 p.m.

Further studies should be done to see if overcrowding classes is one of the reasons for mass

failures of pupils in schools.

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ACKNOWLEDGEMENT

I deeply thank the Almighty God who served me in every step of my studies. Special thanks

should go to my lovely parents, Gabrieli Mbise and Ndeningwafinya mbise for their support

from standard one till university.

My profound gratitude also goes to my supervisor, Mr. Mgen, A. for his support and guidance

and greater understanding from the initial stage proposal writing up to the time of production of

this report. I’m also thankfulness to the Mr. Ndunguru for his assistance teaching research

methodology (EDP 201) which is prerequisite for this project.

Since it is not possible to acknowledge every one, I would like to express my sincere thanks to

my colleagues and all friends who served me in one way or another at different stage of my

studies. Thanks to all my respondents who spent their time cost to respond to my questions. I

thank the heads of Arusha Meru, Enyoito and Enaboishu secondary schools for allowing me to

carry out my research in their schools and all teachers in the fore mentioned schools for filling

questionnaires.

Lastly, I acknowledge all authors of books, and articles that helped me to enrich this research

report. Their contribution in the production of this report is valuable. It is difficult to mention all

here, however I really appreciate their contribution.

iii

CERTIFICATION

The undersigned certifies that, he has read and hereby recommended for acceptance by the

Sokoine University of Agriculture a research report entitled: The effects of overcrowded class

rooms in academic performances.

Date ……………………………………….

Signature of supervisor

………………………………………………………

MR MGEN, A

iv

DEDICATION

My special dedication should go direct to my parents, my beloved family for their sincere

psychological support, my classmate in all levels, as well as the Higher Education Students’

Loans Board for their positive support which has enabled me to reach at this education level.

Lastly my thanks giving reach to all BSc with (EDUCATION) students specifically

INFORMATICS AND MATHEMATICS (IM 3rdyear 2015/16) at SUA

Table of Contents

v

DECLARATION............................................................................................................................i

ACKNOWLEDGEMENT...........................................................................................................iii

CERTIFICATION........................................................................................................................iv

DEDICATION...............................................................................................................................v

ABBREVIATIONS........................................................................................................................x

CHAPTER ONE............................................................................................................................1

1.0 Background of the problem....................................................................................................1

1.1 Statement of the problem.......................................................................................................3

1.2 Purpose of the study...............................................................................................................3

1.3 General objective...................................................................................................................3

1.4 Specific objectives.................................................................................................................4

1.5 Research questions.................................................................................................................4

1.6 Definition of terms.................................................................................................................4

CHAPTER TWO...........................................................................................................................5

2.0 LITERATURE REVIEW.......................................................................................................5

2.1 Overview................................................................................................................................5

2.1.1 Class size and pupil ratings.............................................................................................5

2.1.2 Class size and effective learning.....................................................................................6

2.1.3 Population growth in Africa............................................................................................6

2.1.4 Teacher – Pupil Ratio......................................................................................................7

2.1.5 Abolition of school fees..................................................................................................8

2.2 Conceptual Framework..........................................................................................................9

CHAPTER THREE: METHODOLOGY.................................................................................11

vi

3.0 General overview.................................................................................................................11

3.1 Target Population.................................................................................................................11

3.2 Location of the study............................................................................................................11

3.3 Source of data.......................................................................................................................11

3.4 Sampling design and sampling procedure...........................................................................11

3.5 Data Collection and Instruments..........................................................................................12

3.5 .1 Questionnaire method of data collection......................................................................12

3.6 Sample size determination...................................................................................................12

3.7 Data analysis procedure.......................................................................................................13

3.7.1 Data processing.............................................................................................................13

3.7.2 Data analysis..................................................................................................................13

CHAPTER FOUR.......................................................................................................................14

4.0 Research Findings and Discussion.......................................................................................14

4.1 Introduction..........................................................................................................................14

4.2 Background information of the respondent........................................................................14

4 .2.1 Name of school.............................................................................................................14

4.2.2 Teaching experiences....................................................................................................15

4.2.3 Teaching subject............................................................................................................15

4.3 Teaching more the one class rooms.....................................................................................16

4.4 Number of Pupils in the Class..............................................................................................17

4.5 Overcrowded Classes and Performances.............................................................................18

4.6 Workshop Training on Overcrowded Class.........................................................................18

4.7 Method of Teaching Overcrowded Class Rooms................................................................19

vii

4.6.1 Lecture Method.............................................................................................................19

4.7.2 Discussion and Presentation..........................................................................................20

4.7.3 participatory and assignment.........................................................................................21

4.8 Overcrowded class room......................................................................................................21

4.9 Teacher-pupils’ Interaction..................................................................................................22

4.10 Challenges Facing Teachers in Teaching Overcrowded Classes.......................................23

CHAPTER FIVE.........................................................................................................................24

5.0 Conclusion and Recommendation........................................................................................24

5.1 Overview..............................................................................................................................24

5.2 Conclusion...........................................................................................................................24

5.3 Recommendation.................................................................................................................25

Appendix 1: Questionnaire.........................................................................................................27

QUESTIONS................................................................................................................................27

References.....................................................................................................................................29

viii

List of Tables

Table 1: Schools……………………………….........

Table 2: Teaching experiences

Table 3: Teaching subject

Table 4: Teaching more the one class rooms

Table 5: Number of Pupils in the Class

Table 6: Overcrowded Classes and Performances

Table 7: Workshop Training on Overcrowded Class

Table 8: Lecture Method

Table 9: discussion and presentation

Table 10: participatory and assignment

Table 11: Overcrowded class room

Table 12: Teacher-pupils’ Interaction

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ABBREVIATIONS

BEST: Basic Education Statistics Tanzania

EFA: Education for All

CSEE: Certificate of Secondary Education Examinations

GER: Gross Enrollment Ratio

GIR: Gross Intake Ratio

MoEVT: Ministry of Education and Vocational Training

NER: Net Enrollment Ratio

PEDP I & II: Primary Education Development Programs I&II

PTR: Pupil Teachers Ratio

SEDP I: Secondary Education Development Program I

SUA: Sokoine University of Agriculture

SPSS: Statistical Package for Social Science

TPR Teachers Pupil Ratio

URoT: United Republic of Tanzania

x

CHAPTER ONE

1.0 Background of the problem

Overcrowding occurs when a school facility enrolls more pupil than it was designed to

accommodate (Hornick-Lockard, 2015). Most schools identified as overcrowded are in areas

where the school-age populations are growing fast and most of them in Tanzania are found in

urban areas. It had been agreed that overcrowding involves a class of 46 pupils or more.

The issue of poor academic performance of pupil in Tanzania has been of much concern to

stakeholders. The problem is so much that it has led to the decline in standard of education. In

2012, only 30.7 per cent of the 865,534 pupils who sat for the PSLE passed the examination

(BEST 2009-2014). Similar situation exists at the secondary school in 2012, less than half,

43.1% per cent of all the pupil who sat for the Certificate of Secondary Education Examinations

(CSEE) passed the examinations, Basic Educational Statistic in Tanzania (BEST 2009-2014).

Both the National Examinations and independent assessments show poor learning outcomes.

The Tanzanian Government through The Ministry of Education and Vocational Training

(MOEVT) has successfully made a lot of efforts to make sure that all children acquire at least

primary education in early 1990’s and by doing so new community schools were constructed

hurriedly to cater for the expanded intake at secondary due to PEDP I & II. Consequently, no

teachers or other related inputs were put in place a prior (URT: 2008a). Since 2000 the number

of children enrolled in primary and secondary school has increased by 3 million (Wedgwood

2005) due to implementation of Primary Education Development Programs(PEDP) and

Secondary Education Plan (SEDP). Due to this increase it has resulted to shortage of teachers in

secondary schools. The Government of Tanzania implemented the Secondary Education

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Development Program I (SEDP I), to promote economic and social development and reduce

poverty through human resource development at the secondary level.

Large class size and over populated schools have direct impact of the quality of teaching and

instruction delivery. Overcrowded classrooms have increased the possibilities for mass failure

and make pupil to lose interest in school (Cohen and Manion, 1983). This is because large class

size does not allow individual pupil to get attention from teachers which always lead to low

reading scores, frustration and poor academic performance. The idea that school population and

class size might affect pupil performance is consistent with the growing literature on the

relationship between public sector institutional arrangements and outcomes (MOE, 1984).

The seating arrangement is therefore too important to help pupil understanding in many

secondary schools in the country. As rightly observed by Cohen and Manion (1983) "a careful

attention to seating arrangement contributes as effectively as any other aspect of classroom

management and control to overall success with a class subsequently".

Seats should be arranged in rows with a reasonable amount of space between them to allow for

proper teacher - pupil and pupil – pupil interactions, as well as allow for individual and group

work (Cohen and Manion, 1983). To this end, the ratio of teacher to pupil should not exceed 1:40

or at most 1:45 judging by the size of the classrooms. But what one finds in many of these

classes is between ratios greater than the ones stated above.

Therefore though a plethora of studies have examined about overcrowded classrooms and

performances in secondary pupil, Since the academic success of pupil depends largely on the

school environment, it is imperative to examine the impact variables of class size and school

population on the academic performance of pupil in secondary school.This study therefore would

2

attempt to assess the effects of overcrowded classrooms in academic performances and looks at

how class size affects pupil’ academic performance in secondary schools.

1.1 Statement of the problem

A lot of effort such as free primary education had been made by the Government of Tanzania to

increase enrolment of pupils in secondary schools. Still there a big problem of large number of

pupil in schools established by the Government known as Community schools, and yet

enrollment of pupil increases year after year without considering available resources in these

schools such as classrooms, laboratories and libraries

Adesina (1990) also affirms that “one potent index for evaluating educational standards and

quality is an examination of the physical facilities available for learning experience”. It has

already been stated that fail rate has been increasing dramatically. Several factors for this

downfall are likely to be accounted for. This study intends to determine if overcrowded

classrooms is one of those factors and to what extent is.

1.2 Purpose of the study

The study was purposely aimed at examining/investigate/explore effect of teaching overcrowded

classrooms in academic performances. The study made these problem to be known to the policy

makers, education stakeholders as well as the Government, by implementing different

recommendation suggested by the study, and then any problems caused by overcrowded

classroom may be solved or taken into considerations.

1.3 General objective

To determine the effect of teaching overcrowded classrooms in secondary schools in their

academic performances.

3

1.4 Specific objectives

To determine the challenges facing teachers in teaching overcrowded classes.

To examine relationship between overcrowded classrooms and their performances.

To Identify and describe the alternative methodology that the teacher uses in teaching

overcrowded classes.

1.5 Research questions

What are the alternatives methodology that the teacher uses in teaching overcrowded

classes?

What relationship exists between class size and performance in secondary school?

What are the challenges facing teachers in teaching overcrowded classes?

1.6 Definition of terms

Academic achievement or performance: Is the outcome of education extent to which a pupil,

teacher or institution has achieved their educational goals. (Longman English Dictionary).

Overcrowded: Occurs when a facility enrolls more pupil than it was designed to accommodate.

(Hornick-Lockard, 2015). E.g if a bus is intended to carry 20 passengers but carries 30, if a class

is built to holds 15 pupils but carries 30.

Pupil: A child or young person in school or in the charge of a tutor or instructor. (Longman

English Dictionary).

Teacher: Any registered person in accordance with the law who teaches and facilitates the

learning process (Tanzania Educational Act 1995).

Teaching: Refers to imparting new knowledge, skills, attitudes, views or ideas to the learners or

pupil in a given place at a specific time. (Tanzania Educational Act 1995).

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CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Overview

This chapter intended to give an overview of the study by referring to the ideas and empirical

studies from other scholars related to the study. That is to say by focusing on effects of

overcrowded classroom in pupil academic performance. The section includes reviews from far

World, Africa countries and finally in Tanzania particularly in study area.

2.1.1 Class size and pupil ratings

The predominant research into the effect of class sizes on pupil attitudes has been undertaken in

the USA. Wiener (1984) of this literature found 22 studies showing a negative relationship

between class size and pupil ratings, 11 with curvilinear relationships (better ratings for very

large classes than medium sized ones), 2 studies reporting no significant differences, and 2

reporting a positive relationship. Wiener (1984) concluded that large class size has a significantly

negative influence on pupil ratings of teaching, most notably on ratings of the instructor’s

effectiveness and facilitative skills.

Pupils perceptions of the quality of teaching received in different class sizes alter according to

certain variables. This is because larger class sizes circumscribe pupils’ opportunities to receive

feedback and interact with other pupils and teachers. Crittenden et al. also reported that the

relationship between class-size and pupils’ satisfaction with their learning experiences were

weaker in the disciplines of the natural sciences. But this finding is mitigated by the fact that

pupils in these disciplines spend a significantly higher proportion of their contact time in small

group work and lab sessions than pupils from other disciplines.

5

2.1.2 Class size and effective learning

The relationship between class size and effective learning was one of the first problems

addressed by educational research (McKeachie, 1999). The debate in the academic literature

remains controversial, due to conflicting research and entrenched belief schemas about the

impact of class size on learning experiences (Williams, Cook, Quinn & Jensen, 1985). Many of

the studies into the relationship between class size and learning outcomes have not been

sufficiently large to rule out the confounding effects of other teaching and learning variables

(Gibbs et al., 1996). The few studies that have measured educational efficacy in terms of

performance suggest that larger classes have little effect on overall achievement when traditional

achievement tests are used as measuring tools. But when the measuring tools or the variables

being tested are changed, the efficacy of large classes is brought into question. For example,

higher level thinking, application, motivation and attitudinal change are most likely to be

developed in a small class environment (McKeachie, 1999).

Studies into the relationship between large classes and pupil performance have effects of the

performance of the higher education system as a whole, as pupil numbers have increased over

time. For example, MacFarlane examined the performance of the UK university system over a

period of 20 years as numbers of pupils dramatically increased. Despite worsening staff-pupil

ratios and declining resources, the proportion of pupils receiving first or upper second class

degrees increased from 29.3% in 1969 to 47.7% in 1989. These kinds of studies fail to address

the reasons for such increases.

2.1.3 Population growth in Africa

Rapid population growth is the foundation upon which discussions of school overcrowding rest.

In the four decades between 1959 and 1999 the world’s population doubled, with countries in

6

sub-Saharan Africa witnessing the highest growth rates. Of the countries with the 10 fastest

growing populations, six are located in sub-Saharan Africa. (Benbow, Mizrachi, Oliver and Said-

Moshiri 2007).

Many schools across Africa for example Nigeria in 2004 increased enrollment rates have also

created challenges in ensuring quality education and satisfactory learning achievement as

resources are spread more thinly across a growing number of pupils. It is not rare to see cases of

100 pupils per teacher or pupils sitting under trees outside the school building because of the lack

of classrooms (Benbow). This situation is being addressed by current efforts of the Nigerian

Government with the implementation of the Basic Education scheme by providing more

classrooms environments.

2.1.4 Teacher – Pupil ratio

UNESCO (2006) estimated that most of countries that exceed 40:1, most are in sub-Saharan

Africa and Asia. Sub-Saharan Africa has the highest median TPR, with the Congo, Ethiopia and

Malawi hovering around 70:1. South and East Asia also have high TPRs, with Afghanistan and

Cambodia exceeding 55:1 (UNESCO 2006 in Benbow, Mizrachi, Oliver and Said-Moshiri

2007).

In Tanzania the teacher-pupils ratio (TPR) has worsened from 46:1 to 59:1, and is as high as 74:1

in some regions (Wedgwood 2005). In individual schools there are classes of up to 200 or more

(Sumra 2003 in Wedgwood 2005). Many schools have adopted double shift teaching to cope

with the increased enrolment. This has led to a reduction of teaching hours from 6 to 3.5, which

result in to poor quality of education. (Wedgwood 2005).

The teacher-pupil ratio reported are national averages, can hide vast regional differences, and do

not distinguish between qualified and unqualified teachers. In Malawi, for example, the ratio of

7

pupils to qualified teachers increased from 88:1 in 1992 to 119:1 in 1997 (Kadzamira& Rose,

2003). Furthermore, teacher-pupil ratios often vary dramatically within a particular school, with

the lower primary school grades often having much larger classes than the upper primary grades.

2.1.5 Abolition of school fees

Abolition of school fees in primary schools has increased enrollment in standard one leading to

overcrowded classes especially in urban areas, where most of villagers face financial problems

that lead to failure to pay school fees for their children (Sekwao 2004).

This is evidenced clearly that, the number of seven years old pupils enrolled to standard one

increased from 1,140,554 in 2001 to 1,368,315 in 2004 of whom female pupils were 697,594

(51%). The Gross Intake Ratio (GIR) increased from 93.2 to 127.5 in 2004 and at the same time

Net Intake Ratio increased from 18.9 in 2002 to 86.3 in 2004. During the same period the Net

Enrollment Ratio (NER) increased from 66.0 in 2001 to 90.5 in 2004 while the Gross Enrollment

Ratio (GER) increased from 84.4 in 2001 to 106.3 in 2004. (Sekwao 2004).

Classroom overcrowding has also resulted in an increase in double-shift classrooms, reducing the

actual instructional time pupils receive. In Tanzania, for example, the government estimated that

67 percent of classrooms would be used for double-shift teaching in the years following fee

abolition. Follow-up studies in the Arusha region demonstrated that most teachers used the

double-shift system, especially in the lower grades.

All these documents are showing that overcrowding classes are caused by factors like abolition

of school fees and population growth. In our country for example these factors have contributed

much to the increases of enrolment of pupils in secondary schools in which has resulted to

overcrowded classes. Teacher-pupils’ ratio expresses to what extent is this phenomenon of

overcrowding class is in schools from different countries including our country.

8

The knowledge gap obtained from the literature above the scholars shows the causes of the

phenomenon and effects in far Worldwide, but the effects of crowded classes in secondary

schools are not expressed, in this study it was much concentrate on the effects of overcrowded

classes in secondary school performance.

2.2 Conceptual framework

This section proposes a conceptual framework of the study which shows the relationship existing

between the variables. The model shows the dependent variables which is academic

performances and independent variables are overcrowded classrooms, Population growth,

Abolition of school fees which leads to the overcrowded of the classes. The intermediate variable

which are availability of teachers, quality instruction in classroom, teaching resources,

Laboratories and laboratory materials.

Dependent variables Independent variables

Intermediate variables

Source: Researcher own design (2016).

9

Academic performances

Availability of teachers

Quality instruction in classroom

Teaching resources

Laboratories and laboratory materials

Population growth

Overcrowded class rooms

Abolition of school fees

d=at+b

Where d = dependent variables

t=independent variable

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CHAPTER THREE: METHODOLOGY

3.0 General overview

This chapter comprises the research methodology, giving description of the study area, research

design, targeted population, study sample, sampling procedure, methods and instrument for data

collection and lastly, the chapter explain how data was processed and analyzed.

3.1 Target population

A population is a group of individuals, objects or items from which researcher are interested to

take samples (Kothari, 2004). Population of this study constitutes the secondary school teachers

selected from Arusha municipality. This targeted population was relevant for the study as

provide all the information needed for this study.

3.2 Location of the study

This study was conducted in Arusha municipality located in Northern part of Tanzania, it has six

districts where Arusha is one of its district’s, Arusha district also has twenty five (25) wards,

located at latitude of 200and 600 South and longitude of 34.500 and 3800 East. Also it has 1400

meters above the sea level and average temperature of 250c. Arusha municipal is bounded to all

of its sides by Arumeru.

3.3 Source of data

Source of data for this study was primary data, since the information obtained directly from

secondary school teachers. Since the study was much focusing on effects of overcrowded class

rooms in secondary schools to academic performances.

3.4 Sampling design and sampling procedure

A sample is a small group of respondents who are drawn from a population about which a

researcher is interested in getting information (Kothari 2004). The study used Simple Random

11

Sampling obtained from Arusha region since each region had equal chance to be selected. Again

the same method was used to get Arusha municipality from the existing twenty-five (25) wards,

again from the population of schools existed in those wards again simple random sampling was

used to get four (4) schools.

3.5 Data Collection and Instruments

Data collection is the process of gathering information by using various instruments (Kumar,

2005). In this study, data was mainly collected through questionnaires schedules which focused

on the effects of overcrowded class rooms in academic performances.

3.5 .1 Questionnaire method of data collection

According to Longman Dictionary of Contemporary English Questionnaire has been described

as a written list of questions that are answered by a number of people so that information can be

collected from the answers. Kothari (2004) pointing out that questionnaires allow adequate time

to get thoughtful answers from the respondents and a large sample can be made. Questionnaires

was developed in the light of the objectives of the study for obtaining the information from the

sample secondary school teachers.

3.6 Sample size determination

The study sample of interest was consisting of teachers who were found to have reliable

information under this study the sample composed of total of 40 sample size about four 4 schools

where by each school ten (10) teachers was been selected randomly from each of the four

selected schools.

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3.7 Data analysis procedure

The data collected from the respondents are to be, tabulated and analyzed in the light of the

objectives of the study. Data collected from questionnaires are analyzed by using computer

software Statistical Package for Social Science (SPSS), statistical techniques of percentage.

3.7.1 Data processing

Kothari (2004) stated that data processing implies editing, coding, classification and tabulation of

collected data so that they are capable to analysis. Editing of data is a process of examining the

collected raw data to detect errors and omissions and to correct these when possible. Coding

refers to the process of assigning numerals or other symbols to answers so that the response can

be put into a limited number of categories or classes.

In this study, data collected has been processed. This is done by examining the collected data and

correcting errors on data collected (editing), followed by coding, classification and tabulation of

data basing on the amount of information which has been collected and discussion of the

collected data.

3.7.2 Data analysis

After the data being processing, qualitative data analysis was conducted on the processed data by

making inferences in order to draw conclusion on the research questions. Correlation method

was used to obtain both the validity and the reliability of the data collected.

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CHAPTER FOUR

4.0 Research Findings and Discussion

4.1 Introduction

The study was purposely to determine the effect of teaching overcrowded classrooms in

secondary schools in their academic performances. This chapter give us the result of research

findings conducted at Arusha municipal secondary schools such as Arusha secondary, Arusha

Meru International school, Enyoito secondary school and Enaboishu secondary school. Where by

the constructed questionnaires were responded by teachers from each school.

4.2 Background information of the respondent

4 .2.1 Name of school

Question one from questionnaires require teachers to fill out the name of school in which s/he is

teaching.

Table 1: Schools

Name of school Frequency Percent (%)

ARUSHA SECONDARY 10 25.0

ARUSHA MERU 10 25.0

ENYOITO 10 25.0

ENABOISHU 10 25.0

Total 40 100.0

Source: field data, 2016.

Based on table 2 above its shows that equal number of questionnaires were distributed to each

school where by ten questionnaires distributed to each school and filled out by different teachers

14

4.2.2 Teaching experiences

Question two from questionnaires require teachers to fill out their teaching experiences

categorized as 0-3 years, 4-7 years and 8 and above years as shown in table 2 below.

Table 2: Teaching experiences

Variable Frequency Percent

0-3 years 16 40.0

4-7 years 18 45.0

8 and above 6 15.0

Total 40 100.0

Source: field data 2016.

From table 2 above shows that 40% of teachers have teaching experience from 0 to 3 years, 45%

of teachers shows that they had experience of 4 to 7 years in teaching and 15% of the teachers

had an experience of 8 and above years in teaching. This implies that large number of teachers

were juniors who have teaching experiences ranging from 4 to 7 years.

4.2.3 Teaching subject

Question three from questionnaire require teachers to fill out about teaching subjects such as

either sciences or arts subjects as shown in table below.

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Table 3: Teaching subject

Variable Frequency Percent

science subject 27 67.5

arts subject 13 32.5

Total 40 100.0

Source: field data, 2016.

From table 3 above shows that 27 teachers or 67.5% of the teachers were teaching science

subjects while 13 teachers or 32.5% of teachers were teaching art subjects. This implies that it

was easy to meet with science teachers in school due to their load of teaching daily rather than

arts teaching teachers in which they can have two periods per week.

4.3 Teaching more the one class rooms

Question four from questionnaire intended to find out the results how many teachers teach more

than one class as shown in table below.

Table 4: Teaching more the one class rooms

Variable Frequency Percent

Yes 36 90.0

No 4 10.0

Total 40 100.0

Source: field data, 2016.

From table 4 above the results shows that 36(90%) of the respondents they are teaching more

than one class while only 4(10%) of respondents were teaching only single class. Which implies

16

that there is a teaching load of those who teaching more than one class and most of them were

science teaching subjects.

4.4 Number of pupils in the class

Question five from questionnaire was intended to show the number of pupils per class room.

From the field data results shows that only 22.5% of teachers are teaching classes with less than

46 pupils, and from the result most of these teachers are teaching science subject i.e. chemistry

and physics. In addition to that these teachers are teaching form three and form four classes,

where physics and chemistry are optional subjects, thus few pupils are opting science subject.

Also it shows that 30% of teachers said they teach classes with pupil ranging from 46 to 55

pupils, which are now considered to be an overcrowded class, according to O-level curriculum

2007 the maximum number of pupils per class should be 45 and therefore the teacher-pupil ratio

should be 1:45. Also it shows that 47.5% of teachers they teach classes with pupils range from

56 to 70 which is also overcrowded.

Generally, it is about 77.5% of schools in Arusha municipal are overcrowded with pupils more

than 45 pupils as shown in table 5 below.

Table 5: Number of pupils in the class

variable Frequency Percent

Below 45 9 22.5

From 46 to 55 12 30.0

From 56 to 70 19 47. 5

Total 40 100.0

Source: field data, 2016.

17

4.5 Overcrowded classes and performances

Question five from questionnaire intended to find out the results that, if overcrowded classrooms

affects pupils’ academic performances, the data collected from field comes with the following

results as shown in table 6.

Table 6: Overcrowded classes and performances

Variable Frequency Percent

Yes 34 85.0

not sure 6 15.0

Total 40 100.0

Source: field data, 2016.

From the field data collected about if overcrowded classes affects pupils’ academic performances

the results were that, 34/40 respondents which is the same as 85% responded YES which means

that higher percentage of them were agreed that overcrowded class rooms affects pupils’

academic performances, also 6/40 respondents which is the same as 15% responded NOT SURE

which implies that small number of teachers they were not sure if overcrowded class rooms

affects academic performances. There for it comes into conclusion that overcrowded class rooms

affects pupils’ academic performances.

4.6 Workshop training on overcrowded class

Question six from questionnaire intended to find out the results of attendance of seminars or

workshop about teaching overcrowded class rooms by responding YES or NO and comes with

the following results.

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Table 7: Workshop training on overcrowded class

Variable Frequency Percent

Yes 13 32.5

No 27 67.5

Total 40 100.0

Source: field data, 2016.

From the field data collected in this question 13/40 respondents which is same as 32.5%

responded YES that they have attended workshop training about teaching overcrowded class

rooms, while 27/40 respondents which is 67.5% responded NO, that they have not attend any

training about teaching overcrowded class rooms. This implies that higher percentage of teachers

they are teaching overcrowded class rooms but they have not attending any training workshop of

teaching overcrowded classes, therefore government should make sure that there is a training for

teachers who teaching overcrowded classes so as to meet class objectives.

4.7 Method of teaching overcrowded class rooms

Question seven from questionnaire intended to find out the methods of teaching overcrowded

class rooms by choosing the appropriate teaching methodology which were categorized as

lecture method, discussion, presentation, participatory and assignment method.

4.6.1 Lecture method

The lecture method is a teaching method where the instructor acts as the primary information

giver. The instructor typically stands in front of the pupils and may use a visual aid, such as a

PowerPoint presentation, chalkboard or handout (Dr. Jaikumar). Most of teachers were used

lecture method in teaching due higher number of pupils in the class.

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Table 8: Lecture method

Variables Frequency Percent

lecture method 24 60.0

Missing data 16 40.0

Total 40 100.0

Source: field data, 2016.

From the field data collected shows that 24/40 respondents which is 60% were used lecture as

method of teaching pupils’ while 16/40 respondents which is 40% used other methodology.

4.7.2 Discussion and presentation

Class discussions can motivate pupils while also helping them retain knowledge and develop

effective problem-solving abilities (Rotenberg, R. 2005). This method demands that pupils come

to class well prepared. From the field data results shows that 32/40 teachers same as 80% they

used discussion and presentation as the method of teaching method while 8/40 teachers same as

20% they are not using this teaching methodology.

Table 9: Discussion and presentation

Variable Frequency Percent

discussion and presentation 32 80.0

Missing data 8 20.0

Total 40 100.0

Source: field data, 2016.

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4.7.3 Participatory and assignment

Participatory approaches to learning are active approaches that encourage pupils to think for

themselves (Dr. Judith). Participants actively contribute to teaching and learning process it

encourages pupils to share information, learn from each other, and work together to solve

common problems. From the field data results show that 31/40 teachers same as 77.5% were

using participatory teaching methodology while 9/40 teachers were not using this method as

teaching methodology.

Table 10: Participatory and assignment

Variable Frequency Percent

participatory AND assignment 31 77.5

Missing data 9 22.5

Total 40 100.0

Source: field data, 2016.

4.8 Overcrowded class room

Question eight from questionnaire was intended to find the rate or extent to which overcrowded

class rooms affects pupils’ performances, from the field data results shows that 13/40 teachers

same as 32.5% they said that overcrowded class rooms affects pupils’ performance at fairly

average rate, 21/40 same as 52.5% also said that overcrowded class rooms affects pupils’

performance at high rate and 6/40 same as 15% said that overcrowded class rooms affects pupils’

performance at very high rate. This implies that overcrowded class room affects pupils’

academic performance at high level, since 52.5% of teachers were agreed.

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Table 11: Overcrowded class room

Variable Frequency Percent

fairly average 13 32.5

High 21 52.5

very high 6 15.0

Source: field data, 2016.

4.9 Teacher-pupils’ interaction

Question nine from questionnaire was intended to find the level of interaction between teachers

and pupils in the class room activity. From the field data results shows that 15/40 teachers same

as 37.5% they interact with pupils in overcrowded class room activity at 50% and above while

25/40 same aw 62.5% of teachers they interact with pupils in class room activity below 50%.

This implies that level of interaction between teachers and pupils was below 50% since most of

them were use lecture as teaching methodology due to nature of the class which was impossible

to use other method like participatory as shown in table 11.

Table 12: Teacher-pupils’ interaction

Variable Frequency Percent

50% and above 15 37.5

below 50% 25 62.5

Total 40 100.0

Source: field data, 2016.

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4.10 Challenges facing teachers in teaching overcrowded classes

Question ten from questionnaire was intended to find the challenges that facing teachers in

teaching overcrowded class rooms. From the field data collected from teachers in Arusha

municipal shows that, there is a lot of challenges to which they were summarized to major six

challenges that face teachers in teaching. These challenges include; lack or shortage of teaching

and learning facilities, failure to control the classroom, indiscipline, disturbance(noise) during

teaching, difficulty in dealing with pupils individually and difficulty in marking/assessing the

pupils.

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CHAPTER FIVE

5.0 Conclusion and Recommendation

5.1 Overview

This chapter is here to give the summary of the findings from the field. Generally, the findings

indicate that more than 90% of teachers in Arusha municipality where the research were

conducted, it shows that most of teachers are teaching overcrowding classes with more than 45

pupils in their classes. The remaining 10% of teachers are teaching optional subjects which are

science subjects (physics and chemistry) to form III and IV, basically these teachers are teaching

classes with few pupils due to the nature of the science subjects.

5.2 Conclusion

The following are the conclusion which can be drawn from the data collected from the field.

The result indicates that more than an average of 90% of the schools in Arusha

municipal are overcrowded, with pupils more than 45 pupils in which by the use of

data from the field we can conclude that schools in Arusha municipal are

overcrowded.

Furthermore, the result shows that, most of teachers teaching overcrowded classes are

facing a lot of challenges including; lack or shortage of teaching and learning

facilities, failure to control the classroom, indiscipline, disturbance(noise) during

teaching, difficulty in dealing with pupils individually and difficulty in

marking/assessing the pupils. Data from the field shows that most of teachers are

failing to control their classes due to great number of pupils, followed by difficulty in

dealing with pupil individually. Thus it can be concluded that teachers are facing

challenges facing teachers during teaching overcrowded.

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5.3 Recommendation

Basing on the data from the field the following are the recommendation.

Government should employ more teachers and build more schools. Most of teachers

facing difficulties in teaching overcrowded classes, therefore the government should

build more schools and employ as many teachers as possible so as to cover the

problem of shortage of teachers.

In addition, it was suggesting Family planning should be taken into consideration

since great number of children is also caused by lacking techniques in controlling

birth, therefore family planning techniques and methods should be taught to people

by the responsible ministry.

Also there should be shifting class’s sessions so as to handle the situation, this is

suggested as an alternative way to deal with the situation where by the class session

are divided into two such that the first session start from 07:00 a.m. to 12:00 p.m. and

the other session starts from 12:00 p.m. to 05:00 p.m. as done in Arusha secondary

school.

On the other hand, introduction of sophisticated technologies such as LCD, internet

and others may be so useful to deal with the situation, bearing in mind that now a day

technology is growing at a very high pace. Thus the use of sophisticated technologies

is so helpful.

But also, teachers should be paid well by the government so as to attract more people

to join the profession. Now a day people with teaching profession are doing other

activities such as business, banking, private organization and other issues unlike to

teaching profession, this is mainly caused by very low income which teachers are

25

being paid therefore a person decides to leave the profession and does other things,

thus the government should pay teachers good salary to cover their day to day needs.

Furthermore, several seminars and workshops are to be given to teachers concerning

the situation. This is clearly seen from the field data that, about 67.5% of teachers are

not knowledgeable of way to deal with this phenomenon of overcrowdings in classes.

Thus more seminars and workshops should be provided to teachers.

Besides, the increase in enrolment of pupil in our schools the government should also

consider buying of relevant and current text and reference books for pupil and

teachers with respect to the number of pupils in a given school so as to cover the

problem of shortage of teaching and learning facilities.

Finally, pupils who deserve vocational schools should be considered. This point is

very important since not all pupils are interested in studies some are interested into

vocation skills like masonry, carpentry, tailoring and other vocational. This will help

the teachers to have pupils who are committed into studies rather than causing

disturbances and chaos to their fellow pupils. Therefore, pupils who are interested

with vocational skills should be considered.

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Appendix 1: Questionnaire

This questionnaire is aimed to collect information about effects of overcrowded classes in

academic performances. The information that you give, are strictly confidential and the study is

mainly for academic purpose. The researcher will not disclose the identity of the respondent

under any circumstances. Therefore, you are kindly requested to answer the following questions

honestly and as accurate as possible.

QUESTIONAIRE

Write or put tick (√) in the right place and fill the blanks provided.

Q1. Name of the school………………………………………………………………………

Q2. How long have you been teaching? …………………………………….

Q3. What subject(s) do you teach? ................................, ………………………………...

Q4. Do you teach more than one class/form? YES [ ], NO [ ].

Q5 A). How many pupils are there in the class?

a) Below 45 [ ].

b) From 45 to 55 [ ].

c) From 56 to 70 [ ].

Q6. Do you think overcrowded classes affect pupils’ performances?

a) Yes [ ], b) No[ ], c) Not sure[ ]

Q7. Have you attended any seminar or workshop about teaching over crowded classes?

YES ( ) NO ( )

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Q8. If your answer in question 7 is “Yes or No”, what methods do you use in teaching

overcrowded class?

I …………………………………………………………………………………….

II ……………………………………………………………………………………

III ……………………………………………………………………………………

Q9. To what extent do you think overcrowded class room affect pupil’s performance?

a) High [ ] b). Fairly average[ ] c).Small[ ]

d). Very small [ ] e). Very high [ ]

Q10. On scale of 0-100% mention to what level does the teacher interact with pupils on one to

one or group to group in class room situation

i) one to one [ ] ii) group to group[ ]

Q11. Please mention the challenges you face when teaching overcrowded classes?

I. ……………………………………………………………………………………………

II. ……………………………………………………………………………………………

III. ……………………………………………………………………………………………

Q12. What solution would you recommend to reduce the effects brought by overcrowded class

rooms?

I ……………………………………………………………………………………………….

II ……………………………………………………………………………………………….

III ………………………………………………………………………………………………

Thank you in advance for taking time to complete this Questionnaire.

28

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