CHAPTER II

REVIEW OF RELATED LITERATURE

According to the study of Shah and Inamullah (2012) that over- crowded could

have a direct impact on students learning. Students are not the only affected as will as

the teachers, they will face different problems such as discipline, behavioral problem,

poor health and poor performance, stress on teachers and students it increased in drop-

out rate of students due to over- crowded class room.

In Africa, the problem of over-crowded classrooms was studied by Ijaiya (n.d) on

Effects of Over- Crowded Classrooms on Teacher-students Interactions found that,

over-crowdedness diminishes the quality and quantity of teaching and learning with

serious implication for attainment of education goals.

In Tanzania the problem was researched by TWAWEZA MONITORING (May

2011) in Dar-es-Salaam and found out that, Classrooms are over -crowded and not

conducive to learning. The average number of pupils per classroom in surveyed schools

is 81 much higher than the National target of 40 pupils per classroom, in half of the

schools; pupils must sit on the floor: on average five pupils share one desk in surveyed

schools and availability of text books is a major challenge.

Overcrowding in classrooms is an international issue that hinders an efficient

teaching and learning process (Hachem & Mayor, 2019). One of the most pressing

issues facing educators in the United States today is overcrowding (Hachem & Mayor,

2019). The question is a combination of population growth, the lack of educators, and a

reduction in grants or support that has increased class size (Hachem & Mayor, 2019).
There are about 17,400 schools that are overcrowded in the USA (Hachem & Mayor,

2019). Class sizes would be set in an ideal world for 15-20 students. Sadly, many

classrooms now surpass 30 students on a daily basis, and even in some cases, schools

have more than 40 learners in one class. The problem of overcrowded classrooms in

most African countries is no different.

Overcrowded classrooms have been reported in some countries in Africa.

Nigeria, Kenya, South Africa have all admitted congestions that are overly above the UN

acceptable ratio (Motshekga, 2012; Mutisya, 2020; Onwu & Stoffels, 2005). The learner

teacher ratio (LTR) (Motshekga, 2012; UNESCO Institute of Statistics, 2008) for primary

education is 40:1. Pupil teacher ratio (PTR) is, however, troubling in the majority of

developed countries.

It was calculated by UNESCO (2008) that more than 84% of the classrooms had

more than 40 learners. However, Sub-Saharan Africa and Asia, form the majority of

countries with PTR over 40:1. Although Ghana was at 27.25 pupil-teacher ratio in

primary schools in 2018 (UNESCO Institute of Statistics, 2020), Ghana has many more

schools that are associated with a large number of pupils at the same age.

Nevertheless, there have been major regional variations in national pupil-classroom

ratio (PCR).

According to the Ministry for Education, Ghana (2018), the PCR of public

elementary schools is 55:1 for Kindergarten, 38:1 for primary school, and 35:1 for junior

high school (JHS).Because of the bidirectionality of influence between behavior and

environmental circumstances, people are both products and producers of their

environment. They affect the nature of their experienced environment through selection
and creation of situations. People tend to select activities and associates from the vast

range of possibilities in terms of their acquired preferences and competencies (Bandura

& Walters, 1959; Bullock & Merrill, 1980; Emmons & Diener, 1986). Through their

actions, people create as well as select environments.

Shah and Inamullah (2012) found from their studies that over-crowded classes

could have a direct impact on students’ learning. They not only affected students’

performance but the teachers had to face different problems such as discipline,

behavioral problems, poor health and poor performance of students, put stress on

teachers and increased in drop-out rate of students.

Carlson (2000) reported that quality learning was not possible when large

number of students were packed into small classrooms. He visited different schools but

it was evident as a serious problem particularly in unidad Divina school located in

Florida, Santiago and in Taltas’ Escuela Hogar. He further reported that 40 plus children

were stuffed into classrooms designed for no more than 35 kids. They were seated so

closely together that they were not able to work or move.

Ijaiya (1999) found a weak positive correlation between the opinion of teachers

and students. Findings showed that over crowdedness diminished the quality and

quality of teaching and learning with serious implications for attaintiment of educational

goals. It was felt that additional buildings and furniture should give priority in educational

planning at all levels.