Kenyan Secondary Teachers’ and Principals’ Perspectives and Strategies on Teaching and Learning with Large Classes
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Date
2017
Authors
Ndethiu, Sophia M.
Masingila, Joanna O.
Miheso-O’Connor, Marguerite K.
Khatete, D. W.
Heath, Katie L.
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Abstract
The reality that teachers in developing countries teach large, and even overcrowded classes,
is daunting and one that may not go away any time soon. Class size in Kenyan public
secondary schools is generally 40–59 students per class. This article reports initial findings
on teachers’ and principals’ perspectives related to large classes. We used questionnaires,
interviews and classroom observation data to examine teachers’ and principals’ perspectives
regarding their capacities to teach and manage large classes; what challenges large
class sizes present; and what additional supports teachers and principals perceive to be
necessary. Both teachers and principals reported that the current class size has a negative
impact on teaching and learning. Additionally, both teachers and principals cited a need for
more support in the form of (a) professional development; (b) workload reduction; and (c)
increased resources. These areas of support could help to mediate the effects of large class
size, including an almost sole reliance on lecturing with little teacher-to-student and student-to-student
interaction.
Description
Research Article
Keywords
Class size, Large class pedagogy, Effects of large class size on teaching and learning
Citation
Sophia M. Ndethiu, Joanna O. Masingila, Marguerite K. Miheso-O’Connor, David W. Khatete & Katie L. Heath (2017): Kenyan Secondary Teachers’ and Principals’ Perspectives and Strategies on Teaching and Learning with Large Classes, Africa Education Review, DOI: 10.1080/18146627.2016.1224573