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Class Size And Learning Outcomes: Perceptions Of In - Service Teachers

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dc.contributor.authorKihoro, Muya Francis
dc.contributor.authorAmir, Kabunga
dc.date.accessioned2016-03-15T11:19:37Z
dc.date.available2016-03-15T11:19:37Z
dc.date.issued2016-01
dc.description.abstractAchieving 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.en_US
dc.identifier.issn2347 - 8225
dc.identifier.urihttp://www.researchjournali.com/view.php?id=2339
dc.identifier.urihttp://erepository.mku.ac.ke/handle/123456789/180
dc.language.isoenen_US
dc.publisherResearchjournali's Journal of Educationen_US
dc.subjectClass sizeen_US
dc.subjectEducationen_US
dc.subjectLearning outcomesen_US
dc.subjectIn-service teachersen_US
dc.titleClass Size And Learning Outcomes: Perceptions Of In - Service Teachersen_US
dc.typeArticleen_US
dspace.entity.typePublication
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