The effect of pupil–teacher ratio on learner academic performance in selected schools of Sinda district, Zambia.
| dc.contributor.author | Phiri, Fackson | |
| dc.date.accessioned | 2022-09-28T07:41:41Z | |
| dc.date.available | 2022-09-28T07:41:41Z | |
| dc.date.issued | 2022-07-19 | |
| dc.description | Thesis | en |
| dc.description.abstract | The purpose of this study was to establish whether the pupil – teacher ratio has an effect on learner academic performance in selected schools of Sinda District. Four secondary schools were selected out of the six secondary schools in Sinda District so as to find out how pupil – teacher ratio affected the pupil’s academic performance. Head teachers, teachers and pupils were issued with the questionnaires to find out whether they hold ultimate the view that the poor performance of their schools has anything to do with pupil – teacher ratio. Twenty pupils responded to the questionnaires. The questions required them to rate themselves how the pupil – teacher ratio affect their academic performance. Furthermore, questions established how the pupil – teacher ratio affect pupil academic performance. Qualitative data was analysed using frequency tables and pie charts to identify respondents’ attitude towards the significance of observance of effect of pupil – teacher in four schools of Sinda District. The results showed that the high pupil – teacher ratio (PTR) due to overloaded classrooms affect the quality of education in resources poor schools for example, most respondents precisely elucidated that most government schools were overcrowded due to over enrolment of pupils in those government (GRZ) schools where pupil – teacher ratio (PTR) has been comprised as a result of alarming shortage of teachers hence, increased enrolment and raising PTR. The shortage of teachers has been pointed to have detrimental effect on the quality of education pupils receive and from time to time the figures on pupil – teacher ratio (PTR) have been growing and the reasons for teachers leaving the profession are amounting thus compromising quality in National Examinations. It was also observed that the visited schools the pupil – teacher ratio was being raised because of limited infrastructure to an extent that due to lack of infrastructure, the school administration of those affected schools have managed to cater for the pupils without permanent classrooms by multi-grade system; system which even promotes overcrowding in classrooms. However, it was evidently observed that the pupil – teacher ratio (PTR) in Grant – Aided (Mission) schools, classroom overcrowdness is not an order of the day. I two selected Granted – Aided schools, the pupil – teacher ratio is very favourable because it is actually promoting the academic leaner performance in those schools. The maximum enrolment in Grant – Aided schools was found at 40: 1 and such a trended in the classroom pupil enrolment has yielded such schools outstanding academic excellence. For instance, the selected Granted – Aided schools such s Chassa Secondary School and Mbwindi Day Secondary School, the academic excellence is outstanding and market fetching because the pupil – teacher ratio (PTR) in those schools is conducive, in those of the classrooms the pupil –teacher ratio was found at 40: 1 and the pupil teacher ratio at Mbwindi Day Secondary School was found at 25: 1. The pupil – teacher ratio at these two Grant – Aided schools enhances the swift mobility of a teacher to the pupil contact hence, promoting 100% pupil – teacher and teacher – pupil interaction and contact. In view of these findings, it was actually evident that pupils’ poor performance was as a result of the unfavourable pupil – teacher ratio to an extent of promoting overcrowdness in the classrooms hence, resulting in poor academic responses clearly showed that besides the serious challenge of high pupil – teacher ratio in government (GRZ) schools, the erratic distribution of resources and learning/teaching materials has been the recipe to the abnormal rise in the pupil – teacher ratio in most of the secondary school. In this regard, the challenge of this escalating pupil –teacher ratio which has drastically affected the academic learner performance in the two selected government secondary schools unlike in the other two Grant – Aided secondary schools where the findings precisely indicated that pupil – teacher ratio promotes learner academic performance is favourable and preferably at 25: 1 and 40: 1 per classroom. The reliable and positive move on the increase of infrastructure and consistence in the supply of resources and learning/teaching materials in schools must be emphasised to higher authorities of the Ministry of Education, the importance of the reduction of overcrowdness in classroom and the seriousness deployment of teachers by the Ministry of Education so as to eradicate the challenge of high pupil – teacher ratio which has disadvantaged the effective teaching and learning in most schools. The school authorities should see to it that over-enrolment of pupils in their learning institutions are that which promotes pupil – teacher interaction and contact. Such can only b accomplished if the school managers can inculcate developmental and professional ttitudes and self esteem towards the means and ways of getting rid of this high pupil – teacher ratio which has globally and country wide (Zambia) become prevalent challenge which the Ministry of General education has to sought the lasting solution to it. | en |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/7747 | |
| dc.language.iso | en | en |
| dc.publisher | The University of Zambia | en |
| dc.subject | Pupil teacher ratio. | en |
| dc.subject | Teacher effectiveness. | en |
| dc.subject | Class size--Pupil performance. | en |
| dc.subject | Education--Study and teaching. | en |
| dc.title | The effect of pupil–teacher ratio on learner academic performance in selected schools of Sinda district, Zambia. | en |
| dc.type | Thesis | en |