High enrolment and its effects on the provision of quality teacher education at the University of Dar Es Salaam, School of Education (UDSE)

The purpose of this study was to investigate the effects of high enrolment of undergraduate students in education programmes on the provision of quality teacher education at the University of Dar es Salaam School of Education (UDSE). It was guided by three objectives namely (i) to examine the teaching and learning process of undergraduate students taking education courses at UDSE, (ii) to examine the assessment strategies employed by course instructors for assessing students’ academic progress, and (iii) to investigate the workload of the academic staff at UDSE. This study employed a descriptive survey research design which involved both qualitative and quantitative research approaches. The study was carried out at the University of Dar es Salaam. A total of 164 participants comprised the sample. These included undergraduate students from all the three major education programmes (i.e. BA Ed, BEd and BSc Ed) as well as the UDSE teaching and administrative staff. The participants were obtained through purposive and convenient sampling techniques. Data were collected through interviews, questionnaires, observation and documentary review. Qualitative data were analysed through the content analysis procedure whereas quantitative data were analysed with the help of Statistical Package for Social Science and was presented in frequencies and/or percentage charts and tables. The study findings revealed that high enrolment has consequently led to huge classes. These huge classes influence the choice of teaching and learning strategies by instructors, whereby the lecture method is dominant. Students’ involvement in the learning process is negatively affected due to their minimal interaction with their course instructors as well as with T/L resources, thereby lowering their level of knowledge acquisition and retention. Negative effects were also noted on the sufficiency of teaching and learning resources on the side of students. Assessment of students’ academic progress is also negatively affected as a result of few assessments per semester as well as dominance of the objective type of questions. Teaching staff also reported of their heavy workload, especially in administering and marking examinations. The study also found out that both students and instructors are not satisfied with the quality of teacher education acquired by students ascribing this to shortcomings in the whole process of teaching and learning.This study recommends that higher education institutions should establish their students’ carrying capacity in order to establish whether high student enrolment is having a positive or a negative impact on an institution’s endeavors to carry out its prime responsibilities. The teaching load of staff should be limited to a reasonable level in order to allow them not only to teach effectively but also to dedicate more time on research. As well, innovative approaches need to be deployed in order to address challenges associated with high enrolments. Additionally, a wider research (countrywide) is suggested on issues pertaining to the quality of teacher education in higher education as there are currently more universities in the country offering the same programmes facing the challenge of high student enrolment, in order to ensure that our nation’s education quality at all levels is not jeopardized.