Open Access

©NIJCIAM Print ISSN: 2992-6114

Publications Online ISSN: 2992-5770

NEWPORT INTERNATIONAL JOURNAL OF CURRENT ISSUES

IN ARTS AND MANAGEMENT (NIJCIAM)
Volume 4 Issue 3 2024

Page | 30
https://doi.org/10.59298/NIJCIAM/2024/4.3.3034

Evaluating the Relationship between Teacher Pupil

Ratio on Academic Performance of Pupils in Selected
Primary Schools in Busia District, Uganda
Ojambo Stephen

College of Economics and Management, Kampala International University, Uganda

ABSTRACT
This article evaluates the relationship between teacher-pupil ratios on the academicperformance of pupils in
selected primary schools in t h e Busia district of Uganda. the article revealed that planning an interactive and
demonstration lesson becomes so challenging in large classes. This forces teachers to resort to using the lecture
method because it is the only convenient one for large classes. However, with a lower student-teacher ratio, teachers
have the capacity to address this situation, offering the students extra materials and helping them succeed to the
best of their abilities. The teacher will also have a higher bandwidth to go above and beyond in communicating
this area of strength with the student's parents and considering the next best steps. In the end, the article calls for
the government of Uganda to thoroughly plan a path to universal primary education so that the necessary
infrastructure is provided alongside t h e acceptance of more pupils instead of overwhelming an unprepared
system with thousands of pupils. More so, as the Ministry of Education and sports reviews its policies annually,
the input of teachers, students, parents, and administrators should be considered. Similarly, to encourage
students and families to value education and have a stake in each student's education, the government should not
advertise universal secondary education as entirely free and consequently require input from families.
Furthermore, UPE should drastically reduce its recommended class size so that teachers can reasonably know
each student and give him or her the necessary attention he or she deserves.
Keywords: Academic performance, Education, Government, Parents, Teacher-pupil ration

INTRODUCTION
The goal of achieving "quality education for all" is far from being realized in most countries in sub-Saharan Africa
(SSA). Although many children in the sub-region enrolled in primary schools during the 1990s have left school
without attaining the minimum proficiency in literacy and numeracy[1]. Much research on the determinants of
school enrolment, retention, and ultimate grade attainment in developing countries has been confined to an
exploration of the role of individual and family factors[2], often with particular attention given to the ways in
which these factors may operate differently for pupils. The increase in demand for education by the communities
in Uganda, t h e introduction of universal primary education as one of the millennium development goals to
improve access to education for the poorest has increased pressure on the existing facilities, the number of
teachers has not proportionally increased to match the increment in the number of pupils. This factor has led to
a high pupil, teacher ratio which has an impact on the academic performance in most primary school[3]. Sadly
for quite a good number of years now, there has been a marked poor academic performance in most primary
schools in Uganda, especially those UPE schools. Teaching is not as, many seem to think, a simple task of the
teacher presenting materials to the learners. It is a complicated communication between the teacher and learners
which should be facilitated through the use of many strategies[4]. Much as it dependent upon a teacher to have
good class control, there are a number of factors that bring good class control and hence good academic
performance among these factors is increased enrolment which has led to a high number of students making
classroom management very difficult for the teachers[5]. There has been a n unsatisfactory state of academic
 Open Access
©NIJCIAM Print ISSN: 2992-6114
Publications Online ISSN: 2992-5770
performance and the consequent disadvantages of poor class control techniques used due to the increase in
enrolment. This necessitated the present study that evaluates the relationship between teacher-pupil ratios on
the academic performance of pupils in selected primary schools in t h e Busia district of Uganda.
Impact of Teacher-Pupil Ratio on Discipline
In the words of Kabay[6], small classes of 20 pupils or less, reduce repetition and dropout. That is, students repeat
lead grades and drop out of school less frequently. Small classes have fewer disciplinary problems requiring
parents to be called into schools. Teachers get to know the students and have time to deal with problems or even Page | 31
prevent some of them and teachers teach better in small classes. Small classes further boost teacher morale, teacher
attitude toward students, teacher satisfaction with their work, and professional growth and reduce teacher
absence[7]. The majority of the teachers in small classes reported fewer discipline problems. Through
classroom observation and student achievement data, the evaluators found that the more effective teachers used a
consistent, decisive, and assertive management style to enhance the disciplinary benefits of small class size[8].
Ali[9] asserts that overcrowded classrooms lead to a shortage of desks for students. If you are faced with 35 or
40 pupils in a class, you find that many problems are magnified by overcrowding. What would be minor discipline
issues in smaller classrooms can quickly escalate in crowded classrooms. More than in any other situation, you
need to have a firm hand when it comes to discipline in an overcrowded classroom. You cannot allow this type
of class to get out of control, because getting them back on task can be nearly impossible. Make sure that you
strictly follow your discipline plan as you teach each day.
METHODOLOGY
Research Design and Study Population
The researcher used a survey method of design. The researcher used the survey method because it was possible to
collect all the information. Furthermore, four schools were selected in Busia District and their head teacher and
pupils in the selected schools were surveyed.
Sample Size
The researcher selected a total of 40 respondents-comprising head teachers, teachers, and pupils.
RESULTS
Table 1: Respondents’ responses on the effect of teaching ratio on the pupil-teacher relationship

: Responses Frequency Percentage

Pupils hate teachers 5 12.5
Negative attitude towards the subject 3 7.5
Teachers fail to track pupils academic performance 13 32.5
Negative attitude by the teacher towards the pupils 7 17.5

Teachers are demotivated by the large numbers of pupils 2 5

in class
Lack of teacher pupils personal interaction 10 25
Total 40 100.0

The above table clearly shows that there is an effect of teacher-pupil ratio on the pupil-teacher relationship.
Findings according to the respondents revealed that 12.5% of the respondents’ said pupils hate teachers, 7. 5% of the
respondents believed it is pupils’ negative attitudes towards the subject, 32.5% said the teachers' failure to track the
pupil's academic performance, 5% said the teachers become demotivated due to the overload and 25% said there is
lack of pupil-teacher personal interactions.
 Open Access
©NIJCIAM Print ISSN: 2992-6114
Publications Online ISSN: 2992-5770
Table 2: Respondents’ responses on the effect of pupil teacher ratio and content delivery of academic
performance

Effect Frequency (n= 40) Percentage (%)

i the teachers classroom activities
Limits 8 20
Reduces the teacher's volume of work Page | 32
·

5 12.5
Increases communication barriers 7.5
Shortage of instruction materials 7 17.5
Limits the teachers innovativeness 8 20
Limits the teachers’ assessment of learner 4 10
Limits application of educational technology 5 12...5

Total 40 I00
- --
-

Findings from the table above revealed that the high pupil-teacher ratio affected the teachers’ classroom
management in the following ways; 20% said it limits the teachers’ classroom activities. 12.5% said it reduces the
teachers’ volume of work, 7.5% said it increases communication barriers, 17.5% said it leads to a shortage of
instruction materials, 20% said it limits the teacher's innovativeness, l0% said it limits the teachers’ assessment
of the learner, l0% said it limits the application of educational technology. This is because in the large classes
planning an interactive and demonstration lesson becomes so challenging. This therefore forces teachers to resort
to using the lecture method because it is the only convenient one for large classes.
DISCUSSION OF FINDINGS
Findings from the study show that due to the high pupil-teacher ratio, there is increased indiscipline. This was
supported by 25% of the respondents. This implies that due to the large number of pupils, the classroom control
by the teacher becomes so challenging which leads to pupils' indiscipline. These findings are in line with the
findings of Faize and Dahar[10]. Who revealed that the student-teacher ratio is one of the strongest indicators of
student success and engagement. Logically, it is little wonder why the fewer students each teacher works with, the
more closely they're able to adapt their teaching to the specific learning styles. They are also able to develop
healthy one-on-one mentoring relationships and offer insight and help in ways that would be impossible in a larger
classroom. Additionally, a lower ratio will lighten the workload for teachers, enabling them to focus on the quality
rather than the quantity of their teaching and grading. In a smaller group, students are more likely to feel
comfortable voicing their opinions, asking questions, and making their needs known. This setup also provides
added care for students who may be struggling with learning obstacles in any given subject. Rather than falling
through the cracks in a larger classroom or one with a higher student-teacher ratio, students benefit from the fact
that teachers can notice and offer tailored assistance more effectively [11]. This benefit may also be true of
students who excel and need an added challenge to harness their full potential. With a lower student-teacher ratio,
teachers can address this situation, by offering the students extra materials and helping them succeed to the best of
their abilities. The teacher will also have a higher bandwidth to go above and beyond in communicating this area
of strength with the student's parents and considering the next best steps. Findings also show that there is an effect
of teacher-pupil ratio on pupil-teacher r relationships. More so, teachers fail to track the pupil's academic
performance as s supported by 32.5% of the respondents. This therefore forces teachers to resort to using lecture
1ethod because it is the only convenient one for large classes. These findings are in line with the findings of
Solheim and Opheim[12] who found that Smaller classes are often perceived as allowing teachers to focus more
on the needs of individual students and reducing the amount of class time needed to deal with disruptions. They
contribute to a better learning environment for the students, and improved working conditions for teachers and
staff. The ratio of students to teaching staff is also an important indicator of the resources devoted to education.
Along with students’ total instruction time, teachers’ average working time, and the division of teachers’ time
between teaching and other duties, class size and student-teacher ratios are among the determinants of the size of
countries’ teaching force. Together with teachers’ salaries and the age distribution of teachers, class size and
 Open Access
©NIJCIAM Print ISSN: 2992-6114
Publications Online ISSN: 2992-5770
student-teacher ratios also have a considerable impact on the level of current expenditure on education[13].
CONCLUSION AND RECOMMENDATIONS
Planning an interactive and demonstration lesson becomes so challenging in large classes. This forces teachers to
resort to using the lecture method because it is the only convenient one for large classes. However, with a lower
student-teacher ratio, teachers can address this situation, by offering the students extra materials and helping
them succeed to the best of their abilities. The teacher will also have a higher bandwidth to go above and beyond
in communicating this area of strength with the student's parents and considering the next best steps. In the end, Page | 33
the article calls for the government of Uganda to thoroughly plan a path to universal primary education so that
the necessary infrastructure is provided alongside t h e acceptance of more pupils instead of overwhelming an
unprepared system with thousands of pupils. More so, as the Ministry of Education and Sports reviews its
policies annually, the input of teachers, students, parents, and administrators should be considered. Similarly, to
encourage students and families to value education and have a stake in each student's education, the government
should not advertise universal secondary education as entirely free and consequently require input from families.
Furthermore, UPE should drastically reduce its recommended class size so that teachers can reasonably know
each student and give him or her the necessary attention he or she deserves.
REFERENCES
1.Zickafoose, A., Ilesanmi, O., Diaz-Manrique, M., Adeyemi, A.E., Walumbe, B., Strong, R., Wingenbach, G.,
Rodriguez, M.T., Dooley, K.: Barriers and Challenges Affecting Quality Education (Sustainable
Development Goal #4) in Sub-Saharan Africa by 2030. Sustainability. 16, 2657 (2024).
https://doi.org/10.3390/su16072657
2.Namukwaya, V., Kibirige, I.: Factors Affecting Primary School Enrolment and Retention of Pupils in Kotido
District, Uganda. Mediterranean Journal of Social Sciences. 5, 354–363 (2014).
https://doi.org/10.5901/mjss.2014.v5n8p423
3. Chapman, D., Burton, L., Werner, J.: Universal secondary education in Uganda: The head teachers’
dilemma. http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=027416/(100).
30, (2010). https://doi.org/10.1016/j.ijedudev.2009.08.002
4. Salford, J. S.: My sense of direction is poor to the point of being ridiculous - far beyond what most people
mean when they say they have a poor sense of direction. I have to do even the shortest journeys 10-20
times before I can remember the way, and I can easily get confused going from one room to another in a
large house. Directions are to me what words are to the severely dyslexic. Is this a scientifically-
recognised problem? | Notes and Queries | guardian.co.uk,
https://www.theguardian.com/notesandqueries/query/0,5753,-58770,00.html
5. Yonas, V. et al.: Classroom Management Challenges Facing Teachers in Enhancing Students’ Academic
Achievement in Public Secondary Schools in Tarime District,
https://www.researchgate.net/publication/367203137_Classroom_Management_Challenges_Facing_Te
achers_in_Enhancing_Students'_Academic_Achievement_in_Public_Secondary_Schools_in_Tarime_Dist
rict
6. Kabay, S.: Grade Repetition and Primary School Dropout in Uganda,
https://www.researchgate.net/publication/311547278_Grade_Repetition_and_Primary_School_Dropou
t_in_Uganda
7. Debnath, S.: How to teach? What are the qualities that should be present in a teacher (lecturer) ? Please
share your own experience for effective teaching., https://www.researchgate.net/post/How-to-teach-
What-are-the-qualities-that-should-be-present-in-a-teacher-lecturer-Please-share-your-own-experience-
for-effective-teaching
8. Konstantopoulos, S., Sun, M.: Are teacher effects larger in small classes? School Effectiveness and School
Improvement. (2013). https://doi.org/10.1080/09243453.2013.808233
9. Ali, Z.: Innovations In Education: Undertaking The Problem-Based Learning (Pbl) Challenge. New
Paradigm Of Borderless ….
10. Faize, F., Dahar, A.: Misallocation of Student Teacher Ratio, Class Size and Per Student Expenditure
leads to the Wastage of Resources and Lower Academic Achievement: An Issue of Resource
Management. International Research Journal of Finance and Economics. 62, (2011)
11. Koc, N., Çelik, B.: The Impact of Number of Students per Teacher on Student Achievement. Procedia -
Social and Behavioral Sciences. 177, 65–70 (2015). https://doi.org/10.1016/j.sbspro.2015.02.335
12. Solheim, O.J., Opheim, V.: Beyond class size reduction: Towards more flexible ways of implementing a
reduced pupil–teacher ratio. International Journal of Educational Research. 96, 146–153 (2019).
https://doi.org/10.1016/j.ijer.2018.10.008
13. Of, Devis, A., Isaac Kazaara, A.: Relationship Between Head Teachers’ Working Experience and Teacher
Quality in Government Secondary Schools of Kasese District, Uganda. 3, 57–68 (2024)
 Open Access
©NIJCIAM Print ISSN: 2992-6114
Publications Online ISSN: 2992-5770

CITE AS: Ojambo Stephen (2024). Evaluating the Relationship between

Teacher Pupil Ratio on Academic Performance of Pupils in Selected
Primary Schools in Busia District, Uganda. NEWPORT
INTERNATIONAL JOURNAL OF CURRENT ISSUES IN ARTS AND
MANAGEMENT,4(3):30-34.
https://doi.org/10.59298/NIJCIAM/2024/4.3.3034
Page | 34