Stakeholders’ views on the effects of class size on pupils’ academic performance in kisarawe public primary schools, pwani region, Tanzania

The study investigated the stakeholders’ views on the effects of class size on the academic performance of Standard One Pupils in some Public Primary Schools sampled from Kisarawe District in Pwani Region, Tanzania. The specific objectives were three, namely a. To examine the stakeholders’ views on the relationship between class size and pupils academic performance; b. To examine the stakeholders’ views on the relationship between class size and pupils’ social interaction and c. To determine the difference in the teaching strategies used in large and small class sizes. The study employed quantitative research approach. The instruments of data collection were questionnaires, direct observation and documentary review. The data were analyzed using Statistical Package for Social Science (SPSS version 20). The study population comprised parents, teachers, pupils, Village Executive Officer (VEO) and Ward Education Officers (WEO). The findings indicated that there was no one to one relationship between class size and pupils’ academic performance. Secondly, findings pointed that social interactions between pupils and teachers in large class size were minimal since it was difficult to attend individual pupils during the teaching and learning process. Thirdly, teachers’ resorted to lecture method when they faced large classes instead of using participatory learning. It was also noted that few exercises were given to pupils in large class size compared to those in small classes due to prevalence of huge teachers’ workload in the former compared to the later. However, the study concluded that class size alone cannot be a factor that determines pupils’ academic performance. As such, though reducing the number of pupils may be one of the remedies for improving pupils’ academic performance, other factors such as teachers teaching morale and availability of teaching facilities matter in determining academic performance. It is recommended that the government through the Ministry of Education and Vocation Training (MoEVT) and other stakeholders like HAKI ELIMU have to ensure the availability and use of instructional materials, enhancing teacher effectiveness subject mastery and teachers’ motivation. Also, schools with large class size need to practice the double shift system, especially the morning and afternoon shifts.