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Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 10
October 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 95
To establish the effect of Teacher pupil Ratio on
learners' performance in Kenya Certificate of
primaryEducation in Kenya
Authors
1. Dr Reuben NguyoWachiuri, PhD University of Nairobi Lecturer under mentorship
programmeDepartment of Educational Administration and PlanningSchool of Education,
University of NairobiEmail: reubenw5@gmail.comP.o.Box 4518-00100 Nairobi
2. Josephine Kirimi H.O.D. Education Management &Curriculum Studies. Mt. Kenya University
3. JedidahNyawira Kimathi, Department of Education North Eastern Hill University, 793022
Meghalaya Shillong India
Corresponding Author: Email: jedidahkimathi121@gmail.com
ABSTRACT
Education is widely seen as one of the most
promising paths for individual to realize
better, more productive lives and as one of
the primary drivers of national economic
development. According to the Ministry of
Education's Management Information
System (EMIS), the number of public and
private primary schools increased from
6,058 in 1963 to 27,489 in 2010. The
purpose of the present study was to
investigate the influence of teacher pupil
ratio on learners’ performance in public
primary schools in Mau Division of Narok
County. This study used descriptive survey
design which is appropriate because it
facilitates data gathering by administering
questionnaires from a sample of
individuals. The study adopted purposive
sampling technique since the head
teachers, class teachers and zonal Pupils
are believed to be having reliable
information relevant for this study.
Documents from the education offices were
also analyzed. The study used two
instruments namely Questionnaires and
observation schedule. The researcher
analyzed the data by use of the Statistical
Package for Social Science (SPSS). The
study used quantitative techniques
(measures of central tendency) and
qualitative techniques which are basically
descriptive. The study therefore concludes
that most of the schools had huge classes
for the teachers to effectively deliver. The
research also concludes that those schools
with inadequate staffing recorded low mean
score but those schools which were
adequately staffed reported higher
Page 2 of 14
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 10
October 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 96
performance. The researcher recommends
that to bridge this gap school management
should look for more donors to pay
teachers hired by the schools. The
teachers' service commission should
employ the large number of trained
teachers who are jobless to improve the
schools performance. This should also be
done with caution as numerous researches
show that small classes do not always
translate to high performance. The head
teachers should be more accountable in
their supervisory role. They should ensure
that teachers who absent themselves from
schools are disciplined by the Teachers
Service Commission.
Key Terms: Teacher staffing, Teacher
Pupil Ratio, Learners’ performance
Introduction
The PTR in most developing countries is
in a worrying state due to increased
advocacy for improving education access
for the World’s children (UNESCO, 2005 &
MOEST, 2004). UNESCO (2006)
estimated that over 84 per cent of
classrooms had over 40 pupils per teacher.
Majority of the countries that have PTR
exceeding 40:1 are in Sub-Saharan Africa
and Asia. Sub-Saharan Africa has the
largest PTR with Congo having a PTR of
54:1, Mali 55:1, Mozambique 67:1,
Rwanda 65:1, Ethiopia and Malawi
hovering around 70:1, South Asian
countries such as Afghanistan with
83:1,Cambodia 50:1, and Bangladesh 50:1.
(UNESCO, Institute of statistics, 2008).
The high PTR in many developing
countries is as a result of large enrolments
following the quest for universal primary
education and the increasing teacher
shortages. With such enrolments and
reduced number of teachers, the available
teachers face serious obstacles in an
attempt to deal with over-crowded classes.
These high enrolments have caused low
efficiency in the schools which is one of
the main reasons for the poor quality of
education offered in many primary schools
in the developing countries (UNESCO,
2006).
In order to fulfill the international
mandate, more and more developing
countries in Sub-Saharan Africa, South
and East Asia and Latin America regions
are utilizing the services of less qualified
teachers. In Cambodia these teachers are
given fancy names like ‘Bare foot
teachers’, contract and Para-teachers and
provide ‘first aid’ services into the
education system (King and Schielman,
2004). Countries such as Niger, Mali,
Togo, India and China have been
recruiting contract teachers in order to
Page 3 of 14
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 10
October 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 97
cope with teacher shortages and high PTR
(UNESCO, 2006).
Teacher-Pupil Ratio andLearners’
Performance a Critical Analysis
In Europe and North America contexts
there is agreement that small classes
benefits occur due to a number of factors,
including increased teacher-pupil contact,
differentiated instruction, improved
classroom management, and improved
teacher morale (Vander Ark, 2003, Nye et
al, 2001a & b, Fidler, 2001). Researchers
have also noted that the academic gain
seen in young children from smaller
classes tends to persist into higher grades
when small classes are introduced in lower
grades. However, there are examples of
very large classrooms in Asia with
excellent student learning outcomes. South
Korea, who placed second on the 1996
Third International Mathematics and
Science Study (TIMSS), has an average of
56.9 students per class in mathematics and
48.8 in science. Similar conditions have
been observed in both Japan and
Singapore, where students are also
excelling in larger classes. Numerous
analysis of classroom data many of which
are documented have been unsuccessful in
making definitive statements about the
effect of large classrooms on learning
outcomes. Some have argued that,
intuitively smaller classes have a positive
impact on student achievement, while
others conclude that there is no significant
impact (Vander, 2003).
Where research on large classrooms in
developing countries does exist it is
equally inconclusive. Hanushek (1995)
reviewed 96 studies that attempted to link
various educational inputs to student
performance in developing countries.
Nearly a third of the reviewed studies
(n=31) specifically investigated the effect
of pupil-teacher ratio. Of these, only eight
studies found reductions in class size
significantly explain improved academic
achievement. In another study Hanushek
(1999) noted that smaller class size i.e. low
pupil-teacher ratio had a stronger positive
effect in secondary schools as compared to
elementary schools. Of the 277 estimates
attempting to capture the effects of pupil- teacher ratio on student performance, only
15% of the estimates were significant and
positive. Virtually the same percent, 13%
were negative and significant suggesting
that lowering the pupil-teacher ratio
resulted in poorer student performance.
