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UNIVERSITY OF CAPE COAST
CENTRE FOR CONTINUING
EDUCATION
PROJECT WORK
TOPIC: THE EFFECTS OF LARGE CLASSES ON
TEACHING AND LEARNING; A CASE STUDY OF
ABANDZE METHODIST PRIMARY THREE
BY
EDWARD YAWSON
DBE/CE/O7/01810
CHAPTER ONE
INTRODUCTION
Background to the study
The development and success of every country depends greatly oneducation as well as resources. In order to achieve this, effort,should be geared towards the development of the manpower or humanresources of that country.
It is no doubt that, the advanced countries such as UnitedKingdom and other developed countries are at their present statedue to the emphasis they laid on the development of their humanresources. Governments of Ghana, both past and present in anattempt to ensure manpower development have increased the annualbudget allocated to education. The Free Compulsory UniversalBasic Education programme (FCUBE) and the recent implementationof the capitation grants and school feeding programme showclearly the efforts by the government to ensure that everyGhanaian child can at least read and write. This has led toincrease in population in the basic schools. This policy has beenimplemented without the corresponding increase in the facilitiesin the schools. The increase in student enrolment has also farsurpassed the supply of teachers, especially in our ruralschools.
Statement of the problem
As part of the efforts made by the government of Ghana forchildren of school going age to be able to read and write by theyear 2020, there have been various educational reforms. In
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September, 1987 there was the inception of the new structure andcontent of education. It can be seen that there has been anexpansion of access to pupils and students at all educationallevels. For example, according to Asmah and Bratu-Insaidoo in1960 there was a 38% increase in enrolment in primary school.This increased to 69% in 1986 and later shot up to 88% in 1994.There is therefore a drastic upward change in the enrolment ofall schools especially the government schools in the rural areasof which Abandze Methodist Primary is no exception.
Even though there has been an increase in enrolment which seemsto help in achieving Ghana’s education goals it can be said thatall is not well in our basic schools. Abandze Methodist Primarythree in the Mfantseman Municipal Assembly for example, had apupil population of forty five before the introduction of theCapitation Grant.
However, the introduction of the above programme, the populationshot up to 90
Table 1 (Before capitation)
CLASS NUMBERBoys 21Girls 24
Table 2 (After capitation)
CLASS NUMBERBoys 38Girls 52
From the above tables, it is evident that, there have beenincreases in pupil enrolment or population after the introductionof the capitation grant with the number of desks in classroomstill same as before the introduction.
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Aside this, there are inadequate textbooks and other materialswhich support teaching and learning.
Based on the background information the following challenges arepossible in the classroom so far as the increase in population isconcerned:
1. Teaching and learning material will be inadequate.
2. There will be congestion in the classroom.
3. The teacher will find it difficult to control the class.
4. The teacher will have difficulty in marking exercises and
assignment.
5. Most pupils will not pay attention in class.
Purpose of the study
The study was meant to unearth the various shortfalls of teaching
and learning which are attributed to large class size and find
solutions to address them
Objectives
The objectives of the study were:
1. To indicate effects of large class on pupils’ performance.
2. To point out the state of school facilities of Abandze
Methodist Primary three.
3. Based on the results of the research, solutions will be
suggested to address performances of pupils in primary
three.
3
Research questions
The study will find out the effects of large class size on the
teaching and learning. It will focus on the comfort of pupils in
the classroom and the use of teaching/learning materials since
they all have effects on teaching and learning. The following
questions were formulated to guide the study.
a. What effects do large classes have on teaching and learning?
b. How does the teacher assess both affective and psychomotor
domains of pupils in the class?
c. What textbook are available for the pupils?
d. Are there enough teaching and learning materials?
e. What difficulty does teacher faces in assessing pupils?
Significance of the study
It is expected that the findings of the research will reveal how
the large class of Abandze Methodist Primary three affect pupils’
performance and behaviour. It is figure that, the study will
provide the municipal directorate with useful information on the
effects of large numbers of pupils in a class on academic
performance.
Secondly, the study will encourage other researchers to carry out
similar study in other basic schools in the circuit, second cycle
schools and even tertiary institutions.
Thirdly, the school authorities might adopt certain strategies to
address the challenges posed by the large class phenomena.
4
Limitation
The purpose of the study was to identify the effects of large
classes on academic performance of pupils in Abandze Methodist
Primary School. Actually, the study should have covered more than
four classes in the Abandze Methodist Primary, KG and JHS schools
but due to time constraint, the study was conducted in only
primary three.
Organisation of the study
The study, consist of five (5) chapters. The first chapter deals
with an introduction to the study. The second chapter explores
literature related to the study. The third chapter deals with the
method used in the study, describes the sample and sampling
procedure. The fourth chapter is devoted to the presentation and
analysis of data for the research. The last chapter which is the
fifth comprises summary of result, conclusions and
recommendations based on the findings of the study.
5
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Many people have written on class size and problems of teaching
and learning associated with large classes. By virtue of this,
the researcher sees it expedient to review some of the concerns
expressed by these great schools on class size and its effects on
teaching and learning.
6
This chapter will deal with the features of the human resources,
physical environment and pupils who are found in this situation,
and again, look at some causes of the situation. Finally, the
impact of class size on teaching and learning will also be
emphasized in line with the views expressed by some writers.
Nature of classroom and class size
The Classroom in the Primary school should be a place where
movement is not restricted by furniture and too many pupils.
According to the Ghana Proposed Education Project (1985), a
classroom should be 8.3m in length, 7.7m in width and 3.1m in
height. The class space per a child must be 0.9m2. Specifically,
the child space in the Junior Secondary School was given as
1.57m2. The organization of the classroom is of great importance.
It should be a stimulating place with many interesting objects to
look at, to talk about and to examine. Bulleting boards should
display pictures, pertinent to children’s experience and should
also introduce new ideas. The wall should be changed from time to
time.
It should be planned that children may move freely during work
periods and talk informally with each other (Department of
Elementary School Principals 1960). According to the same source,
book, desks, playground and classrooms are to serve the children
who are the heart of the school. Therefore without children, a
school plant is nothing more than concrete and steel. With
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children, it becomes a dynamic setting for learning and teaching.
These children are distributed into the various classrooms in the
school.
A research conducted by Kraft (1994) found that the means and
media of class size of 48 pupils were ideal for a class; with
some schools an average of 50-60 students may be found. The range
of class size in Kraft (1994) was from 7 students in primary 3 in
a small rural school to 69 in a large urban school with 18
classes in primary 1- 6. The average class size was 48. This
study appears to coincide with the Ministry of Education’s claim
of an average class size in the range of 45 students. However
according to the Basic Education Division of the Ministry of
Education, the lower primary class should be 35, with upper
primary class size of 40, whereas the Junior Secondary School
class size should have the average of 45 pupil. The Ministry of
Education has in recent times given head teachers more power to
control class size regardless of the negative effects. Counting
on a research conducted by the Mitchell Group (1994), class size
is not a major determinant of student achievement when class
population is between 20 and 40. But when it is below 20
achievement can be improved greatly, but also at great
financially loss. Conversely, when class size rises well above
40, achievement takes a serious downward turn. This particularly
is true at the primary level where experts recommend not more
than 20 students per class.
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Causes of large class sizes
Class size has to do with the population in a classroom. It is of
no doubt that class sizes are increasing day in and out in the
face of introduction of the Capitation Grant and the School
Feeding programme. Class sizes began to rise way back 1983. The
most recent census conducted in Ghana says that the population of
Ghana is 20million people. Definitely, the dramatic increase in
the general population size of Ghana will correlate with increase
of the number of children of school-going age. But the increase
far more out weighs development of school infrastructure and the
number of teacher in the country.
Also, rural-urban migration is a cause of large class size in the
urban centres. The movement of people from rural districts with
limited educational facilities as well as social infrastructure
has caused class size to increase in basic schools. A report
published by the National Population Council made an observation
that spatial distribution and density of population in the major
urban centres have increased tremendously (National Population
Policy; Revised Edition, 1994). The implication is that movement
of people from rural to urban centres has gone high indicating
that populations in these areas have risen.
More so, parents in the rural areas of which Abandze is no
exception nowadays have understood purpose and essence of
education which has also accounted for large class sizes.
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The stress of Government’s policies on educational development as
a pre-conditioned for overall national development have also
played a role in increase in class sizes. Agyeman (1986)
describes this as the demand and supply of education. To him, the
demand for education may be influenced by either social demand
factors or man power factors. The social demand for education is
caused by population increase.
Meaning and purpose of teaching
The concept of teaching has received a lot of attention from
different scholars. As a result of this, different definitions
have been given to it. Tamakloe, Atta and Amedahe (1986) see it
as an activity of imparting knowledge, skills, attitudes and
values to learners. To them, teaching has to do with the creation
of a situation to facilitate learning as well as motivating
learners to have interest in what is being transmitted to them.
This was also cited by Chauhan (2001).
Burton (2001), has also given a very precise but comprehensive
definition of teaching as the stimulation, guidance, direction
and encouragement of learning.
Stimulation means to cause motivation in the learner to learn new
things; it is to create an urge to learn.
Direction implies that teaching is not a haphazard activity but a
good direct activity, which leads to pre-determined behavior.
Again, it means that the activities of the learner are directed
10
and controlled thereby keeping into consideration the economy of
time and efficiency of learning.
Guidance means guiding the learner to develop his capabilities,
skills, attitudes and knowledge to the maximum for adequate
adjustment in the external environment.
Encouragement is to encourage the learner to acquire maximum
learning. Therefore one could say that teaching involves helping
others to learn to do things, to think and to solve problems and
to react in new ways.
Certain things worthy of identification are common to all the
definitions above. In the first place, one can identify the
teacher, ie, the person directing the activities. Secondly, one
can also identify the learner who is the person receiving the
direction. Lastly, one can identify the intention or purpose of
the activities, ie, the outcomes, learning or behaviour
modification
The purpose of teaching
Teaching can only be meaningful if it results in learning.
Therefore the main purpose of teaching is to help others to
learn. According to Farrant (1980) teaching and learning are the
opposite sides of the same coin. When the teacher teaches, it is
expected that the learners should be learning what is being
taught. Here, two complimentary roles are played side by side,
namely; the role of the teacher and that of pupils or students.
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In this case, Farrant (1986), states that a lesson that is
considered to have been well taught, is one that has been
learned. Teaching is thus regarded as a process of bringing about
learning.
In spite of this, it can be argued that learning is not
necessarily the result of teaching. It is possible that without a
second person, one could acquire knowledge by interacting with
the environment. For that matter teaching and learning could be a
one way affair since there was no second person involved.
Secondly, teaching can be differentiated from other related
activities like drilling, instructing, preaching, conditioning,
among others which are all aspects of the learning process but
which involve processes that are more rigid and less voluntary.
Generally, the above activities do not enhance teaching and
learning. Good teaching activity should be voluntary and
flexible.
Meaning and nature of learning
Learning refers to a process of change in behaviour which results
from experience. According to Gagne (1978), ‘learning is a change
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in human disposition or capacity that persists over a period of
time’.
Morgan, King and Robbinson (1987) defined learning as any
relatively permanent change in behaviour which occurs as a result
of practice or experience. From these definitions, it is clear
that one word runs through and that is change. This change is
brought about through perception, observation and experience of
the individual which make him behave in a way, which he otherwise
would not have been able to. Therefore, the individual’s ability
to exhibit new intellectual skills, acquire new information and
attitudes as well as motor skills due to his mental capabilities
and his reaction to the environment which do not affect his body
negatively can be said to be learning. Other important points to
note are that learning is not only limited to the formal process
of education. It is a phenomenon which continuously takes place
throughout the entire life of an individual. Also, the change in
behaviour or learning must last for a long period of time. At
this point, one would agree with Hilgard’s (1951) opinion. A
precise definition of learning is not necessary, so long as we
agree that the inference as distinguished from changes such as
growth or fatigue and from changes attributable to the temporary
state of the learner.
Relationship between teaching and learning
The process of teaching and learning is as old as human beings on
earth. It has been carried out by human beings and even animals
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to teach their young ones for successful adjustment in the
environment. Chauhan (2001), Farrant (1980) argues that teaching
and learning are the opposite sides of the same coin. Therefore,
when a teacher teaches the expectation is that the learner should
learn what is taught. This implies that the role of the teacher
and that of the learners are two complementary roles that are
played side by side. It must be noted that there are instances
where learning takes place without teaching. In the school
situation, it is possible that without a second person one could
acquire knowledge by interacting with the environment.
Summary of literature review
From the above literature, it is realized that lack of teachers
and infrastructure has also accounted for large classes because a
large class which should have been divided into two streams are
merged. In addition to the above, teaching and learning are two
complementary roles which move hand-in-hand even though learning
can take place without teaching.
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CHAPTER THREE
METHODOLOGY
This chapter takes look at the population, the sample and thesampling procedure for the study as well as the researchinstruments which were used in the collection of data, and theresearch design
15
Research design
Considering the nature of the research, the size of thepopulation, cost involved, limited time as well as limitedmaterial resources, the researcher adopted the survey approach tothe study.
The survey approach to research is collecting data in order totest hypothesis or to answer questions concerning the status ofthe subject of study. From the explanation of the design, it isof no doubt that it is the appropriate design which will give avery meaningful conclusion to the study. This design was used tofind out the effects of large class on teaching and learningprocess.
Population
The population of the study consisted of the pupils in theAbandze Methodist Primary 3 in the Mfantseman Municipal. In all,about 90 pupils were selected with average age of 8 years.Secondly, class teachers who teach large classes were involved inthe research
Sample and sampling technique
The major reason for a research is to arrive at findings whichcan be generalized. However, it is impossible to conduct thestudy on the whole population. In view of this, it is expedientto draw a sample which to a very large extent is a goodrepresentation of the population as a whole. Both sexes wereequally represented and selected to enhance the study due to thefact that the researcher wanted to get a fair representation andavoid gender biases. The researcher adopted simple randomsampling by which pupils were selected one after the other from
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any position in the classroom without any criteria. Thirty boysand thirty girls were selected to ensure equal representation ofboth sexes. Three teachers with large classes were also included.In all the sample size were sixty (60) pupils and three (3)teachers.
Research instrument
Questionnaires used to collect data from both pupils and teacherswere designed by the researcher. The questionnaires were mostlyyes or no items and were intended to obtain information from therespondent in the following areas:
1. Respondent’s bio-data which includes sex, age group2. sitting position of respondents and the academic facilities
available to them3. views and opinions about lessons. This included respondent’s
ability to hear the teacher very well when he/she wasteaching; they saw very well from the chalkboard, amongothers.
On the other hand, the questionnaire for the three teachers wasmostly open-ended and sought information on how they were able tomanage and control the class during lessons, how often they gaveexercise, marked the exercises and did corrections. Questionnairewas the main instrument for data collection because it isefficient in collecting information within a short period of timewith less financial obligation and energy. To develop anappropriate questionnaire, the researcher interacted with some ofthe pupils, teachers and the headmaster of Abandze MethodistPrimary School to have informal discussions with them on thetopic. Based on these discussions, the researcher was able todesign questionnaires to meet the purpose of the study.
17
Again, an interview guide was also used to collect data from theheadmaster of the school. The interview guide was structured andsought information about changes in class sizes over the period,number of teachers on staff and the consequences of the currenteducation reforms.
Data collection procedure
The questionnaires were administered to the respondentspersonally by the researcher. The pupils in Basic three weredirected by the researcher in order to ensure respondents’participation at that lower level. This facilitated the answeringof the questionnaire. After the questionnaire were successfullyadministered and collected, the researcher then proceeded to havean interview with the headmaster of Abandze Methodist PrimarySchool.
In all, one working day was used in the collection of data.
Data analysis procedure
The completed questionnaires retrieved were edited to ensureconsistency. The open-ended questions were short listed and thedescriptive method was used to analyse the data after whichpercentages were calculated from the analysed data depending oneach of the research questions.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
In this chapter, data collected are analysed under headings thatcorrespond with items in the questionnaire. Percentages were usedin analysing the data
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TABLE 3
Do you see writings on the board from your position?
RESPONSE FREQUENCY PERCENTAGE COMMULATIVEPERCENTAGE
No responseYesNo
33423
556.738.3
561.7100
Total 60 100
Table 3 displays information from pupils as to whether they sawwritings on the board from their sitting position. Three of thepupils representing 5% did not respond to the question. Thirty-four pupils representing 56.7% out of the total of 60 pupils gavea positive answer to the question. Again 23 of the pupils whichwas 38.3% said they could not see writings on the board fromtheir positions.
From the figures in Table 3, it is clear that twenty-three pupilssaid they could not see writing on the board from their position.Out of the total number of pupils who answered no, 3 of them havean eye problem, 9 of them said other pupils blocked their view,11 of them said they were too far away from the board so theycould not see from their sitting positions.
In a nutshell, when a teacher teaches, the expectation is thatthe learner should learn what is taught. Unfortunately, 38.3% ofthe pupils would not benefit because they could not see thewritings on the board.
TABLE 4
Do you to see teaching aids displayed by Teacher?
RESPONSE FREQUENCY PERCENTAGE CUMULATIVEPERCENTAGE
Yes 34 56.7 56.7
19
No 26 43.3 100Total 60 100
Table 4 is a presentation of pupils’ responses to the question,“Are you able to see very well anytime the teacher displaysteaching-learning materials?” Out of the total number ofrespondents, 34 of them representing 56.7 % gave a positiveaffirmation. Secondly 26 of the pupils representing 43.3% saidthey could not see.
Out of the total of 60 pupils, 26 of them could not see properlyteaching-learning materials the teacher uses to help them have aclearer understanding of the concept being discussed. From Table4 conclusions can be drawn that the teaching-learning materialsthat the teachers used did not fully achieve their purpose.
TABLE 5
Do teachers assess both affective and psychomotor domains?
RESPONSE FREQUENCY PERCENTTAGE CUMULATIVEPERCENTAGE
YesNo
12
25.0075.00
25100
Total 3 100.00
From Table 5, two teachers are not able to assess both theaffective and psychomotor domains of their pupils. Only oneteacher responded positive. An interview with the headmasterrevealed that one way through which teachers attempt to assessthe psychomotor domain is to ask their pupils to bring craft toschool. Unfortunately, this is defeated since most of thestudents go to the market to buy broom to present as theircrafts. The teachers mostly concentrate on the cognitive domainof the pupils.
20
The major aim of basic education is to enhance the holisticdevelopment of an individual. That is, to ensure that the pupilsdevelop in terms of skills, moral values and cognition. One sureway to determine whether learning has taken place is throughassessment. Unfortunately, as a result of large class sizes, twoteachers in Abandze Methodist Primary were unable to assess bothaffective and psychomotor domains of their pupils.
TABLE 6
Number of exercises teachers give weekly per subject.
RESPONSE FREQUENCY PERCENTAGE CUMULATIVEPERCENTAGE
25
21
75.025.0
75.025.0
Total 3 100.0
From Table 6, 75% of the teachers claimed they give 2 exercisesper week while 25% of the teachers give 5 exercises per week.
It must be noted that giving the exercise alone does not serveany purpose. The actual importance of the exercises will manifestonly if they are marked to determine whether children have anunderstanding of the concept taught by the teacher or not.
What accounts for the 25% of teachers not giving enough exercisesin a week according to the teachers is the number of pupils.
TABLE 7
Do teachers and mark corrections before the next exercise?
RESPONSE FREQUENCY PERCENTAGE CUMULATIVEPERCENTAGE
YesNoNot always
102
25.000.0075.00
25.0075.00100
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From Table 7, teachers were asked whether they marked correctionsof previous exercises before giving another one. 25% of them saidyes; none of them responded no, two (75%) answered “NOT ALWAYS”.They were further asked to give a reason for their answers andthey all said even though they discussed the answers to previousexercise they were unable to mark corrections before givinganother one because volume of marking was just too much in a dayor two.
TABLE 8
Are you able to give attention to individual pupils?
RESPONSE FREQUENCY PERCENTAGE CUMULATIVEPERCENTAGE
YesNo
21
75.0025.00
75100
Total 3 100
From Table 8, it is clear that 75% of the teachers said they wereable to give individual attention to pupil’s need. Twenty-fivepercent of the teachers said they were unable to give attentionto individuals pupils
The major reason why the teacher said he was unable to giveattention to individual pupil’s need was the large size of theclass. He further said that if he is to give individual attentionto all his pupils, he would not be able to cover the forecast forthe term.
It is believed that there are individual differences and for thatmatter pupils have individual learning styles. Some learn veryfast and others at a lower rate. If teachers are unable to payattention to the individual needs of their pupils but consider
22
all of them as the same, some of the pupils would lag behindwhich would not augur well for them.
In all, it is obvious that large class size had negative effectson teaching and learning because pupils complained of not seeingwritings on the board because they were too far from the board;other pupils blocked their view among others.
Secondly, even though teachers made it a point to give pupilsboth homework and class exercises, they found, it was difficultto mark them on time let alone marking corrections before anotherexercise.
In conclusion, teachers were unable to assess both thepsychomotor and affective domains of their pupils.
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CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Introduction
The chapter consists of the summary of the finding from thestudy, conclusions drawn from the finding as well asrecommendations based on the findings. There are also suggestionsfor further study.
Summary of the study
The main aim of the study was to find out the effects of largeclasses on teaching and learning. The research was conducted inAbandze Methodist Primary in Mfantseman Municipal in the CentralRegion. The study revealed a number of findings with respect tothe effects of large class on teaching and learning process inour basic schools.
From the study, a number of findings were made which confirms thefact that large class sizes have negative effects on teaching andlearning in the classroom.
For instance, it was clear that close to half of the pupils usedfor the study complained of not seeing teacher’s writing andteaching aids displayed on the board from their sittingpositions.
Secondly, it was identified from the study, that teachers withlarge classes were not able to assess both the affective and
24
psychomotor domains of their pupils. They only concentrate on thecognitive domain of the pupils.
Thirdly, it was found out that most of the teachers gave anappreciable number of class exercises and homework. However, theproblem rests on the fact that they were unable to mark theexercises and corrections on time, before the next exercise. Whatthey claimed accounted for these drawbacks is large class size.
Another key finding was that teachers were unable to giveattention to individual needs of the pupils. As a result of thissome pupils lag behind and this did not augur well for theiracademic performance.
Conclusions
As a result of the findings of this study, it is evident thatlarge classes certainly have some negative effects on teachingand learning. It is however not wayward to conclude that;
*It is very tedious to teach large classes.
* Large classes hinder one on one interaction during teaching andlearning.
*Concerns of individual pupils are partially met.
* Pupils in large classes are disadvantaged in the affective andpsychomotor domains.
*Pupils’ sitting position can affect their performance.
Recommendations
It is in the opinion of the researcher that class sizes could bereduced to promote good teaching and learning environment for the
25
benefit of pupils if serious look is taken at the followingrecommendations.
Firstly, budgeting allocation to the educational sector should beincreased in order to carter for the building of new classroomblocks for schools. However the full cost of infrastructuraldevelopment should not be borne by the government alone. Thecommunities within which the schools are located should also bear50% of the cost involved. When new classroom blocks are builtlarge classes can be divided into two streams.
Secondly, government should subsidize the cost of equipment andmaterials of local publishing houses in order for them to producetextbooks at cheaper prices so that the average Ghanaian in therural area can afford it.
Thirdly, the Ghana Education Service (GES) should collaboratewith the Centre for Continuing Education, University of CapeCoast to conduct regular in-service training for teachers on howto produce teaching aids themselves at no cost.
Suggestion for future research
In order to have a valid generalization to the whole country, itwill be advisable to replicate this same study in all thedistricts in Ghana.
Secondly, another major area of importance is the problem ofassessment. Other researchers can delve into large class size andthe problem of assessment.
26
REFERENCES
Adu-Gyamerah, E. (2005, November 2). Three hundred and fifty vacancies forteachers at basic level. Daily Graphic, Accra.
Aggarwal, J. C. (2001). PRINCIPLES, METHODS AND TECHNIQUES OFTEACHING (2nd edition). New Delhi: VIKAS Publishing House PUT
Farrant, J.S. (1980). PRINCIPLES AND PRACTICE OF EDUCATION. BurntMill: Longman Group Ltd
Gagn, R.M. (1978). THE CONDITIONS OF LEARNING (3rd edition). NewYork: Holt, Rinehart and Winston
Kraft, J.R. (1994). TEACHING AND LEARNING IN GHANA. The MitchellGroup, University of Colorado
Ministry of Education (1986). Report of Committee set up of Advise onimplementation of the J.S.S Programme. Accra
Tamakloe, E.K. Amedahe, F.K. Atta, E.T. (1996). PRINCIPLES ANDMETHODS OF TEACHING. Black Mask: Accra
Yakubu (1993). Research Report on Availability and Utilization of Materials in theCentral Region of Ghana. Phase one study. IEQ paper 1.Arlington, V.AInstitute for International Research
Morgan, C, T King, R.A Robbinson, N.M. (1987). INTRODUCTION TOPSYCHOLOGY, Kogakusha: Mc Graw Hill.
NATIONAL POPULATION POLICY, (Revised edition. 1994), Accra,Ghana.
27
Slavin, R. E. (1991). EDUCATIONAL PSYCHOLOGY: THEORIES INTOPRACTICE ( 3rd edition) .
Burton, L, (2001). UNDERSTANDING LEARNING AND TEACHING. Buckingham: Open University Press.
UNIVERSITY OF CAPE COAST
CENTRE FOR CONTINUING EDUCATION
PROJECT WORK QUESTIONNAIRE
TOPIC: THE EFFECTS OF LARGE CLASSES ON TEACHING AND LEARNING: ACASE STUDY OF ABANDZE METHODIST PRIMARY THREE
QUESTIONNAIRE FOR TEACHERS
Your contribution to this study will be effective if you would answer these questions as honestly and objectively as you can. All information will be treated as confidential and used for academic purpose only.
1) Sex a) Male [ ] b) Female [ ]Please tick in the appropriate box2) Marital Status a) Single[ ] b)Married [ ]3) Qualification? ………………………….
28
4) What is your rank?.................................................
5) Do you run shift in your school? Yes[ ] No[ ]6) How many subjects do you handle? State the number [ ]7) What is the standard class size?State the number [ ]8) From experience, has the class size changed over the
years? a)Yes[ ] b)No[ ]9) In your opinion, what factors have accounted for the
change? State any……………………………………………………………………………………..10) How do you relate the pupils in your class?a) Formally[ ] b) Informally[ ] c) closely[ ]11) What is the number of class exercises you give
every week per subject?Give the number per subject………………………..12) How many homework assignments do you give every
week per subject?Give the number per subject……………………….13) Do you mark corrections, before giving the next
class exercise or homework? a)Yes[ ] b) No[ ]c)Not always [ ]
Give reasons ………………………………………………………………………………
…………………………………………………………………………………………….
14) Do all pupils in the class participate in exercises?
a) Yes[ ] b)No[ ]
How are you able to determine this?.................................................................................
…………………………………………………………………………………………….
29
15) Do you give attention to individual pupils? a) Yes[ ] b) No[ ]16) If no, what prevents you from giving each pupil
individual attention during lessons?
……………………………………………………………………………………………………………………………………………………………………………………………………………..
17) Are there enough teaching/learning materials?a) Yes[ ] b) No[ ]
18) Do you assess the affective and psychomotor domains of pupils?a) Yes[ ] b) No[ ]
UNIVERSITY OF CAPE COAST
CENTRE FOR CONTINUING EDUCATION
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PROJECT WORK QUESTIONNAIRE
TOPIC: THE EFFECTS OF LARGE CLASSES ON TEACHING ANDLEARNING: A CASE STUDY OF ABANDZE METHODIST PRIMARY
THREE
QUESTIONNAIRE FOR PUPILS
1)Sex a)Male[ ] b)Female[ ]Please tick in the appropriate box
2)Your age []Write your age in this box
3)Where do you sit in the class?a)I sit in the first five rows. [ ]b)I sit in the second five rows.[ ]c)I sit in the third five rows [ ]d)I sit at the back of the class.[ ]
4)Do you see writings on the board from yourposition?a)Yes[ ] b) No[ ]
5)If no, what prevents you from seeing from theboard?a)Other people block my view.[ ]b)I am too far away from the board. [ ]c)I have an eye problem.[ ]
6)Do you see very well anytime the teacher displaysteaching materials like chart, maps among others onthe board?a)Yes[ ] b) No[ ]
7)Are you able to focus your eyes on the teacherwhenever he/she is teaching?a)Yes [ ] b)No[ ]
8) Do you hear very well everything that theteacher says in class?
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a) Yes [] b) No [ ]
9) Do you always do your corrections for previousexercises before the next exercise?
a) Yes [ ] b)No [ ] c) Not always [ ]
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