Introduction:
Education is both a necessary and permissive factor for social change and economic development in all countries. The expenditure of various governments in Sub-Saharan Africa on improving education in recent years makes up a notable percentage of national budgets [1]. This is largely due to the growing number of students and a push for more people to be enrolled in various schools. This is because of education’s relevance in attaining a high quality of life.[2]
In Ghana, as part of the government’s steps toward realising Sustainable Development Goal 4 (Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all), the government introduced the Free Senior High School policy in September 2017 [3]. This policy is aimed at giving an opportunity to many basic school leavers to gain entrance into second-cycle education. This is part of the government’s effort to ensure that students from low-income communities gain access to, at least, a senior high school.
The growth in secondary education in Ghana has been very significant due to the introduction of the Free Senior High School Policy [4]. Another important feature of the Free Senior High School Policy has to do with the introduction of the double-track system. This system was introduced by the government to make it possible for various Senior High Schools to take in more students so that the schools will run a Semester type of system by rotating students in tracks. This rotation was due to infrastructural challenges. Under the double-track system, teaching hours increased from 6 to 8 hours daily.
This system obviously increased enrollment in all the schools where the policy was rolled out. Naturally, this has led to large class sizes in many schools [5]. Large class sizes obviously bring challenges in their wake. Research has revealed that small class sizes lead to active student participation in the learning process. In contrast, large class sizes lead to less involvement of students in the teaching and learning process [6].
The issue of overpopulation in classrooms poses a significant challenge to the quality of education. With rising student enrollments and limited resources, many educational institutions struggle to maintain optimal student-teacher ratios.
Overcrowded classrooms have been associated with various challenges that significantly impede the delivery and reception of quality education. This paper aims to explore the multifaceted effects of overpopulation in class on the quality of education and elucidate potential strategies to address this pressing issue.
Effects of Overcrowded Classrooms on Academic Performance:
One of the primary consequences of overpopulation in classrooms is its adverse impact on academic performance. Research indicates that students in overcrowded classrooms tend to perform poorly on standardised tests and assessments compared to their peers in smaller classes. The lack of individualised attention and personalised instruction, exacerbates learning difficulties and hampers students’ ability to grasp complex concepts.
Moreover, overcrowded classrooms often lead to increased disruptions and decreased opportunities for meaningful student-teacher interactions, further hindering academic progress. In assessing the general effects of overpopulation in class on academic performance, a few points can be looked at.
1. Difficulty in class control as students tend to make noise. There is the general notion that having more of anything can lead to chaos. Naturally, the more students there are, the noisier it gets – even in classrooms that are effectively managed. The increased noise level can make it harder for students/pupils to concentrate, affecting learning outcomes and making it more difficult for teachers to focus, leading to more stress and possible burnout.
2. Managing the introduction and setting up of activities. With demonstration lessons, there may be insufficient resources, such as textbooks, technology, or classroom materials, to meet the needs of all students. This can hinder students’ ability to fully engage with the curriculum and access supplemental materials that support their learning [7].
3. Detecting individual differences and taking care of these differences will not be possible due to large numbers and limited time within which to achieve set objectives. This impacts learning outcomes, as these students are more likely to have lower test scores and grades as a result [8].
4. Increase in disciplinary problems. Overpopulation in class can lead to a chaotic classroom environment that is very difficult to manage. An increase in the number of students leads to a greater likelihood of disruptive behaviour and conflicts among students. Teachers in overcrowded classrooms often devote more time to dealing with behavioural issues and less time to teaching – something no teacher desires [9].
Impact of Overpopulated Classrooms on Student Engagement:
Overpopulation in class can also detrimentally affect student engagement and participation. In crowded classrooms, students may feel overlooked or marginalised, resulting in decreased motivation and enthusiasm for learning.
Moreover, the limited space and resources may restrict hands-on activities and collaborative learning experiences, diminishing opportunities for active engagement. Consequently, students may become disinterested in the learning process and disengage from classroom activities, leading to a decline in overall academic performance [10].
In evaluating the impact of overpopulation in class on student engagement, a few points can be explored:
1. In overpopulated classrooms, teachers may struggle to provide individual attention to each student. As a result, students may feel neglected or overlooked, leading to decreased engagement with the learning material. Without personalised support and feedback, students may become disinterested and disengaged from classroom activities [11].
2. There may be limited participation opportunities for students to actively participate in discussions, group activities, or hands-on learning experiences. Students may feel hesitant to speak up or contribute, leading to decreased participation and engagement levels [12].
3. Teachers may struggle to tailor instructions to meet the diverse needs and learning styles of individual students. As a result, students who require additional support or accommodation may not receive the personal attention they need to fully engage with the material. This can lead to feelings of frustration and disengagement among students who feel their needs are not being met [13].
4. Overpopulated classrooms may limit the amount of one-on-one interaction between teachers and students. This can make it challenging for teachers to build strong relationships with their students, provide mentorship and guidance, and offer personalized support. Without meaningful teacher-student interactions, students may feel disconnected from the learning process and less motivated to engage with the material [14].
Impact of Overpopulated Classrooms on Teacher Effectiveness:
Educators face significant challenges in maintaining effectiveness and delivering high-quality instruction in overpopulated classrooms. Some of these challenges include:
1. Teachers may struggle to provide individualised attention to each student. This can make it difficult to address the unique learning needs, strengths, and weaknesses of individual students, resulting in disparities in academic progress and engagement.
2. Large class sizes make it difficult for teachers to effectively manage a conducive learning environment. Teachers must spend a significant amount of time managing classroom discipline, which detracts from instructional time and may hinder students’ ability to focus and engage with the lesson.
3. Teachers may have limited time and resources to provide timely and meaningful feedback on students’ work. This can hinder students’ ability to track their progress, identify areas for improvement, and actively engage in the learning process [15].
4. Teaching in overpopulated classrooms often results in higher levels of workload and stress for educators. This can lead to burnout, fatigue and diminished job satisfaction among teachers, ultimately affecting their effectiveness in the classroom [16].
Implications of Overpopulated Classrooms on Learning Outcomes:
The negative effects of overpopulation in classrooms extend beyond academic performance and student engagement to overall learning outcomes. Research suggests that the implications of overpopulated classrooms on learning outcomes are profound and far-reaching, affecting students’ academic achievement, socio-emotional development, and long-term success [17]. Here are some key implications:
1. Overpopulated classrooms can lead to lower academic achievement levels among students. With limited individualized attention and increased distractions, students may struggle to grasp complex concepts, resulting in lower test scores and grades compared to students in smaller classes [18].
2. Students from disadvantaged backgrounds, including those with learning disabilities, English language learners, and students from low-income families, may be disproportionately affected by overcrowding. Without adequate support and resources, these students may experience widening achievement gaps compared to their peers [19].
3. Teachers may have limited time and resources to provide enrichment opportunities for high-achieving students. Advanced learners may not receive the challenge and stimulation they need to reach their full potential, leading to underachievement and missed opportunities for academic growth.
4. Students may become disengaged from the learning process and lose interest in academic pursuits. This can lead to apathy, absenteeism, and a decline in overall academic performance.
5. Increased competition for attention and resources may create a stressful and anxiety-provoking environment for students. Additionally, students may experience feelings of alienation, loneliness, or frustration due to a lack of personal connection with their teachers and peers [20].
Strategies for Mitigating the Challenges Posed by Overpopulation in Classrooms:
Addressing the challenges posed by overpopulation in classrooms requires a multifaceted approach involving various stakeholders, including educators, policymakers, and communities. Some potential strategies for mitigation include:
1. Reducing class sizes through hiring additional teachers, investing in infrastructure and facilities to accommodate growing student populations, implementing innovative teaching methods and technologies to enhance learning experiences, and prioritizing equity and inclusivity in educational policies and practices [21].
Conclusion:
In conclusion, overpopulation in classrooms poses significant challenges to the delivery and reception of quality education. From its detrimental effects on academic performance and student engagement to the challenges it presents for teacher effectiveness and overall learning outcomes, overcrowded classrooms have far-reaching implications for educational equity and excellence. Addressing this issue requires concerted efforts and collaboration among stakeholders to implement effective strategies that prioritise the well-being and academic success of all students.
[1] Africa’s Pulse: An analysis of issues shaping Africa’s economic future, World Bank 2017.
[2] Education for sustainable development in Africa: Trends, challenges and opportunities: UNESCO 2017.
[3] Youth at the United Nations: Country profiles of the situation of Youth, United Nations 2018.
[4] Ministry of Education, 2018
[5] Ministry of Education, 2018
[6] Bedard et al 2011: “Where Class size really matters – Class size and students ratings of instructor effectiveness” Economics of Education Review
[7] Bedard et al 2011: “Where Class size really matters – Class size and students ratings of instructor effectiveness” Economics of Education Review
[8] www.thoughtco.com/ teaching in an overcrowded classroom
[9] www.thoughtco.com/teaching in an overcrowded classroom)
[10] Lee, J., & Loeb, S. (2021). Overcrowded Classrooms and Student Achievement. Education Finance and Policy, 16(2), 352-381. https://doi.org/10.1162/edfp_a_00302
[11] Sari, M. (2023). The Effects of Overcrowded Classrooms on Student Engagement: A Meta-analysis. Journal of Educational Research, 118(5), 653-670. https://doi.org/10.1080/00220671.2023.1965889
[12] Lopez, M., & Johnson, A. (2022). Classroom Overcrowding: Implications for Student Engagement and Academic Outcomes. Journal of School Psychology, 89, 102-115. https://doi.org/10.1016/j.jsp.2022.02.007
[13] Hsieh, S. (2024). Overpopulated Classrooms and Student Engagement: Exploring the Role of Teacher-Student Relationships. Teaching and Teacher Education, 106, 103206. https://doi.org/10.1016/j.tate.2024.103206
[14] Kaur, N., & Singh, R. (2023). Impact of Overcrowded Classrooms on Student Engagement: A Case Study of Urban Schools. International Journal of Educational Development, 85, 102446. https://doi.org/10.1016/j.ijedudev.2023.102446
[15] Darling-Hammond, L. (2021). Teacher Learning in Overpopulated Classrooms: Challenges and Opportunities. Teachers College Record, 123(3), 1-26
[16] UNESCO. (2023). Overpopulated Classrooms and Teacher Well-being: A Global Perspective. UNESCO Publishing. https://doi.org/10.1787/f8d7880d-en
[17] Lee, J., & Loeb, S. (2021). Overcrowded Classrooms and Student Achievement. Education Finance and Policy, 16(2), 352-381. https://doi.org/10.1162/edfp_a_00302
[18] Zhang, W., & Hou, F. (2024). The Relationship between Overcrowded Classrooms and Student Learning Outcomes: A Meta-analysis. Educational Research Review, 36, 100408.
[19] UNESCO. (2023). Overpopulated Classrooms and Sustainable Development Goals: Implications for Learning Outcomes. UNESCO Publishing. https://doi.org/10.1787/f8d7880d-en
[20] Kaur, N., & Singh, R. (2023). Impact of Overcrowded Classrooms on Student Learning Outcomes: A Case Study of Urban Schools. International Journal of Educational Development, 85, 102446. https://doi.org/10.1016/j.ijedudev.2023.102446[21] Sari, M. (2023). The Effects of Overcrowded Classrooms on Student Learning Outcomes: A Longitudinal Study. Journal of Educational Psychology, 116(3), 438-450. https://doi.org/10.1037/edu0000506
