Effects of Overcrowded Classrooms on Teaching and Learning Process in Public Secondary Schools: A Case of Ilemela Municipality, Tanzania
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SAUT
Abstract
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This study investigated the effects of overcrowded classrooms on teaching and learning
process in Ilemela Municipality, Mwanza -Tanzania. The study focused on four
objectives namely; to assess the availability of school’s infrastructure, to identify the
number of students per class stream, to establish the challenges teachers face when they
teach overcrowded classrooms and to suggest ways to overcome those challenges. The
study adopted a mixed research and convergent parallel research design. The target
population of the study was 34832 including MSEO, Quality Assurance, School heads,
teachers, and students and Sample size was 110 respondents 1 MSEO, 1 Quality
Assurance, 8 heads of school 40 teachers and 60 students, sampled through probability
and non-probability sampling techniques. The study employed questionnaires and
interviews to obtain required data from the field. Quantitative data was analysed using
descriptive statistics with the help of SPSS version 20 and was presented in tables,
while the qualitative data were analysed thematically. The study revealed that while
schools were instructed to accommodates 50 students per class, students exceeded 90
within a single stream. The challenges of overcrowded classrooms were, difficult in
application and implementation of competence based curriculum, and poor classroom
managements. This concludes that overcrowded classroom affect teaching and learning
process, since it affects effective classroom management. The study recommended that
students from primary schools should be enrolled in other learning institution like
VETA. Furthermore, it is recommended that the government and community should
build secondary in existing primary schools to enable students from primary A to joined
secondary A on the same school.
Keywords
Education / Teaching