Description

ABSTRACT

This study investigated the effect of large class sizes on teacher-student interaction at [School name] [  ] in the Tamale Metropolis. Employing an explanatory sequential mixed-methods design, data were gathered from 285 students through questionnaires and 15 key informants via in-depth interviews. The study aimed to assess student-teacher ratios against GES standards, student participation, academic feedback, and classroom management. Findings revealed that class sizes significantly exceed the GES 40:1 standard, with some classes housing over 140 students. This overcrowding has severely diminished the quality of individual student participation, as interactions are dominated by a few vocal students while the majority remain passive. Furthermore, the heavy marking load associated with large classes has led to significant delays and a lack of constructive academic feedback. The study also found that physical overcrowding creates “blind spots” that undermine effective classroom discipline and monitoring. Consequently, the study concludes that large class sizes act as a major barrier to effective pedagogical interaction. It is recommended that the Ministry of Education and the Ghana Education Service prioritize the construction of additional classroom blocks and the recruitment of more teaching staff to align with national standards and improve the teaching-learning environment at [school name].