Browsing by Author "Wawo, Lucas Qaduwe"

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    The effect of high teacher pupil ratio on teaching and learning in selected primary schools in Babati district
    (University of Dar es Salaam, 2011) Wawo, Lucas Qaduwe
    This study explored the effects of high teacher pupil ratio on teaching and learning process in primary schools in Bahati district council. The specific objectives were to explore the teacher pupil ratio and its effect on Teaching and learning, to investigate how high teacher pupil ratio affects teaching and to access the strategies which were being used by primary schools teachers in teaching in large classes. The study employed descriptive survey method using both qualitative and quantitative investigations. Data were collected from four primary schools. Interviews, documentary search, observation and questionnaire were used as instruments of data collection. The study found that there was teacher shortage relative to the number of enrolled pupils, classrooms were overcrowded, poor teaching methods were used, and lack of class. These were associated with pupils' proper teacher -pupil interaction in the class. These were associated with pupils’ poor performance. The average teacher pupil ratio was 1:74, which was generally higher than the required national standard ratio of 1 :40. Due to the high level of teacher pupil ratio, teachers did not mark pupils' exercise books. Instead, they resorted to giving pupils few questions so as to minimize teaching workload. It was noted that only the active pupils-who were likely to be the most brilliant, managed to fully participate during the lesson progression. The study concluded that it was necessary to overcome high teacher pupil ratio through stakeholders' engagement. The present study calls for further well-defined integrated curriculum to accommodate the needs of all children in integrated classrooms. The study recommended that government and other educational stakeholders have to collaborate in increasing the number classrooms and educating more teachers.