The Effects of Large Class Size on Teaching and Learning in Public Primary Schools in Tanzania: a Case of Ngara District, Kagera Region
| dc.contributor.author | Ruben, Simon | |
| dc.date.accessioned | 2021-04-22T15:13:22Z | |
| dc.date.available | 2021-04-22T15:13:22Z | |
| dc.date.issued | 2011 | |
| dc.description | Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, class mark (THS EAF LB3013.2.T34R48) | en_US |
| dc.description.abstract | The study assesses the influence of large class size on teaching and learning processes in primary schools in Tanzania. The main objective was to investigate and find out the extent to which the increased number of pupils in classes had been affecting teaching and learning processes in primary schools in Ngara district. The study utilized qualitative approach with a case study design. Data were collected through documentary review, observation, interviews, focus group discussions and checklist. The sample was strategic, comprises 144 respondents. Data were subjected to content analysis, while some data with numerical nature were classified and computed into frequencies and percentages.Findings indicate that classroom management and sitting arrangement was difficult due to big number of pupils in classrooms leading to ineffective interaction between teachers and pupils and even among pupils. A number of teachers entered the class late and left before the sessions. Teachers used predominantly non participatory teaching methods with limited use of teaching aids, poor planning of schemes of work and lesson plans, poor management of learning time, disciplinary problems among pupils due to large class size, poor assessment and evaluation system due to large number of pupils in classes. These resulted into ineffective teaching and learning processes in schools. All these had a negative effect on teaching and learning processes in primary schools, thus affecting quality of learning in classrooms.It was recommended that PMO- RALG should employ a reasonable number of teachers, with consideration for equity. It should also construct classrooms and new schools. PMO-RALG needs to design and implement supportive programmes for teacher teaching large classes. The DEOs should ensure that the resources needed for teaching and learning are obtained, distributed and used by both teachers and pupils. School committee should sensitize the community where schools are located in construction of classrooms. Head teacher need to apply double shift so that to minimize the problem of large class size. Study should be done to explore how large classes could be properly arranged for easy management and interactions.Another study to investigate the existent to which learning take place in large cases in Tanzania primary school is great relevance | en_US |
| dc.identifier.citation | Ruben, Simon (2011) The Effects of Large Class Size on Teaching and Learning in Public Primary Schools in Tanzania: a Case of Ngara District, Kagera Region, Masters dissertation, University of Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/15159 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | class size | en_US |
| dc.subject | Classroom management | en_US |
| dc.subject | Public schools | en_US |
| dc.subject | Public Primary Schools | en_US |
| dc.subject | Ngara district | en_US |
| dc.subject | Kagera region | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | The Effects of Large Class Size on Teaching and Learning in Public Primary Schools in Tanzania: a Case of Ngara District, Kagera Region | en_US |
| dc.type | Thesis | en_US |