Classroom-based factors influencing teaching and learning in Public Primary Schools in Ukwala Division of Siaya County, Kenya

Abstract

The purpose of this study therefore was to investigate the classroom-based factors influencing teaching and learning in public primary schools in Ukwala Division Siaya County, Kenya in relation to Teacher: Pupils Ratio, Classroom Space, Adequacy of Teaching/Learning Materials and Classroom Interaction Patterns. The study employed a descriptive survey research design. The target population was 538 respondents comprising of 48 head teachers, 487 teachers and 3 education officers in Ukwala Division in Ugenya District, Siaya County. The sample size was 118 respondents which was made up of 9 head teachers, 108 teachers and 1 Zonal Quality Assurance and Standards Officers (ZQASOs). Data analysis was done using descriptive statistics after data cleaning and coding. Quantitative data was analyzed using frequency counts, means and percentages while qualitative data was analyzed by tallying the numbers of similar responses. Results of data analysis were presented using frequency distribution tables, bar graphs and pie charts. The study established that overcrowded classroom occasioned by high pupils’ enrolment led to higher Teacher: Pupil Ratio and limited classroom space. This strains the use of the available teaching and learning resources and leads to poor classroom interaction resulting in inadequate and ineffective curriculum delivery. The study therefore recommends for employment of more teachers by the Government to cater for the increasing pupils population in public primary schools, and also to provide more funds to cater for the purchase of enough teaching and learning materials. The study also recommended child-centered teaching method for effective classroom interaction through creation of a condusive and child-friendly classroom atmosphere