A study on the effects of class size in curriculum implementation in teachers colleges in Tanzania: experience from Mbeya region

A pressing demand for teachers in Tanzania has made Teachers Colleges to be characterized with large class sizes which exceed the stipulated size of 1:30. This research studied the effects of class size in curriculum implementation in Teachers Colleges in Tanzania between 2006 and 2010. The study adopted an action research design. A simple random sampling was used to select 24 tutors and 84 students from four teachers colleges in Mbeya Region, Tanzania who participated in the study through Focused Group Discussions and classroom observations. The Zonal Chief Inspector of Schools, the Mbeya REO, and four College Principals were purposively sampled in virtue of their positions and they responded to semi structured interviews. Classroom observations and documentary reviews were also used to collect information. Data gathered in this study were analyzed in both descriptive and numeric forms by thematically examining the data along the major themes of the study, calculating the percentages and interpreting them after relating them to research tasks. Findings showed that large class sizes caused lack of attention to lessons among students during class sessions and made difficulties in managing the shifting system which operated at Diploma level. It also hampered classroom interaction and impeded tutors from administering some types of assessment practices. Also, class size had effects on academic performance at Diploma level but not at Grade IIIA. It was recommended that Teachers Colleges should be adequately funded by the owners in order to expand their enrollment capacity, and the present class size of 1:30 should be reviewed by the Ministry of Education and Vocational Training to be 1:45 so as to attain optimal utilization of the available meager resources.