Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/10043
Title: Teacher pupil ratio on academic performance of pupils in Primary schools, Mabaale Sub-County Kibaale District
Authors: Kasangaki, Deogratias
Keywords: Academic performance
Pupils in Primary schools,
Kibaale District
Uganda
Issue Date: Apr-2011
Publisher: Kampala International University, College of Education, Open and Distance Learning
Abstract: The major purpose of the study was _to investigate the impact of a high pupil teacher ratio on the academic achievement of learners primary schools in Mabaale Sub-county Kibaale district. The specific objectives of the study were to investigate the impact of large class size on the academic achievement of pupils in Mabaale Sub-county Kabaale district; investigate the impact of lack of learning materials on the academic achievement of learners; and to investigate the impact of much overload for teachers on the academic achievement of learners. The study used the questionnaires to teachers to gi-ie their views on the topic of the study. The findings of the study discovered that large classes constrain teaching and learning, and therefore, contribute to low student achievement: large classes limit regular and in-depth discussions with students, timely and frequent feedback to students and active problem solving, all which are key to facilitating meaningful learning; and children in small classes are inore likely to interact with their teachers. It was recommended that the educational policy makers should formulate policies that will ensure that the number of students in a class should not exceed 30 pupils. This in turn will make the government to provide enough classrooms' for the schools.
Description: Research report submitted into the institute of open and distance learning in partial fulfillment for the Award of Diploma in primary education Kampala International University.
URI: http://hdl.handle.net/20.500.12306/10043
Appears in Collections:Diploma in Primary Education

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