Kanyamwenge, Sophia L.
(2017)
The Contribution of Class Size on Students’ Academic
Performance in Secondary Schools in Karagwe District.
Masters thesis, The Open University of Tanzania.
Abstract
The study investigated the contribution of the class size on students’ academicperformance in Karagwe District. This end was fulfilled through four major objectives namely: to find out the current class sizes in the selected secondary schools in Karagwe District; investigate the challenges facing teachers in teaching large classsizes in Karagwe District and to investigate the contribution of class size on enhancing students’ academic performance. The study used descriptive design whereby both qualitative and quantitative approaches were the basis of data collection and data analysis. The data were collected through questionnaires, interviews, documentary review as well as observation. The findings revealed that large class size contribute significantly on the students’ academic performance by lowering students’ performance because they do not master the intended contents, competence and skills fully. This seemed due to the difficulties to get enough opportunity to practice the materials being taught in class. It was also learned that classes were congested with students ranging from 60 students to 80 students per stream. It was also learned thatteachers have been facing many challenges such as difficulties in managing classes, limited time to mark students’ works as well as less time to attend students concerns (problems) and needs. Basing on Education Policies (e.g., Education and Training Policy, 1995; Education Policy, 2014) the appropriate class size conducive for effective teaching and learning should be adhered for teachers’ teaching endeavours and students’ wellbeing during learning and performance in general.
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