Publication: Class Size And Learning Outcomes: Perceptions Of In - Service Teachers
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2016-01
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Researchjournali's Journal of Education
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Abstract
Achieving quality learning outcomes within the education system in Kenya remains an elusive goal for
educationists. Many strategic plans have been drafted and action plans implemented, but the aspiration
remains a mirage. It appears the policy makers require more input from the stakeholders. The purpose of this
study was to find out the perceptions of in-service teachers on class size and learner achievement. Fifteen in-
service teachers attending the April 2015 school-based session at Mount Kenya University, Nairobi Campus
were randomly selected and requested to participate in a Focus Group Discussion (FGD) organized by the
researchers. The FGD revealed that class size in isolation cannot have an impact on learners’ achievement. It
should be complemented by quality teacher preparation, more individualization, provision of resources and
improving the quality of interaction in the classroom. The study recommended hiring of more Early
Childhood Education Teachers to reduce class sizes and therefore improve learning outcomes.
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Class size, Education, Learning outcomes, In-service teachers