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Abstract
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Article Information:
The Effect of Class Size on Classroom Interaction During Mathematics Discourse in the Wake of Free Primary Education: A Study of Public Primary Schools in Nakuru Municipality
E.K. Majanga and J.W. Nasongo and V.K. Sylvia
Corresponding Author: Joseph Wamocha Nasongo
Submitted: 2010 November, 11
Accepted: 2010 December, 25
Published: 2011 January, 25 |
Abstract:
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The government of Kenya implemented Free Primary Education (FPE) in January 2003. The main
objective of this programme was to provide education to all primary school children irrespective of their
economic backgrounds. Academic performance in Public Primary Schools in Nakuru Municipality has been
declining over time since the introduction of (FPE). This study assessed the influence of class size on classroom
interaction during Mathematics discourse in the wake of FPE in Public Primary Schools in Nakuru
Municipality. The study adopted ex post facto research design. It targeted all the 59 Public Prim ary Schools in
Nakuru Municipality. Simple random sampling w as used to select 4 schools for the study. Mathematics lessons
in Classes 1 and 6 were chosen from the selected schools to represent the lower and upper classes respectively.
The data were processed and analyzed using descriptive and inferential statistics with the aid of Statistical
Package for Social Sciences (SPSS). The findings of the study revealed that FPE policy has led to increased
enrolments in schools which have created increased class sizes and Pupil-Teacher Ratios. The increased class
sizes have influenced teacher-pupil interaction and pupil-pupil interaction.
Key words: Class size, free primary education, Mathematics, teacher- pupil ratio, , ,
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Cite this Reference:
E.K. Majanga and J.W. Nasongo and V.K. Sylvia, . The Effect of Class Size on Classroom Interaction During Mathematics Discourse in the Wake of Free Primary Education: A Study of Public Primary Schools in Nakuru Municipality. Current Research Journal of Social Sciences, (1): 44-49.
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ISSN (Online): 2041-3246
ISSN (Print): 2041-3238 |
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