Overcrowded classrooms – The Achilles heel of South African education?

Abstract

South Africa performs poorly in both national and international assessments, such as the Annual National Assessment (ANA 1 ) and the Progress in International Reading Literacy Study (PIRLS). In the ANA Home Language (as referred to by the Curriculum and Assessment Policy Statement [CAPS]) tests conducted in 2014, Grade 1 learners reached an average of 63%, Grade 2 learners had an average of 61% and Grade 3 learners had an average of 56%. In the 2016 PIRLS assessment, the South African literacy results were also alarming. Grade 4 learners averaged a reading score of 320 out of a 1000 on the PIRLS scale 2 , which is concerning because it falls far below the PIRLS 'low international benchmark' of 400 (Mullis et al. 2017:20). This describes a disturbing picture of education and its 'outcome quality' in South African schools (Modisaotsile 2012:s.p.). These results indicate the urgency for improvement in the quality of education, especially during the Foundation Phase because it is one of the phases (early years of schooling: grades 1-3) that directly affect learners' academic success later in life (Department of Basic Education [DBE] 2014a:42). In 2008, the South African Ministerial Committee on Learner Retention observed high repetition rates as early as Grade 1 (Department of Education [DoE] 2008:xii). The then DoE reported that out of 1000 people born between 1980 and 1984 (aged 23-27 years in 2007), about 984 entered Grade 1 and only 456 reached Grade 12. This means that not even 50% of this cohort who started Grade 1 reached Grade 12 (DoE 2008:xiii).1.The ANA's are no longer used as a standardised measure of assessment in South Africa. 2.PIRLS depends on ItemResponse Theory (IRT) scaling to combine each participating country's learner population and to provide accurate estimates of learner reading achievement. Background:The South African education system is characterised by a shortage of teachers and inadequate school infrastructure which is contributing to the overcrowded nature of South African classrooms. The current national learner-educator ratio (LER) is 33:1, and some classes have even reported an LER value of 50:1 and higher. The South African LER is more than double the average of the Organisation for Economic Co-operation and Development's international average of 16:1.Aim: This research has been conducted to identify overcrowdedness in classrooms as a factor associated with poor academic achievement.Setting: A qualitative research approach served this study best when an investigation was launched into the impact of overcrowded classrooms in the Foundation Phase in the Tshwane-West district.Methods: The study's sample comprised 10 purposefully chosen participants who are knowledgeable and experienced in the field of teaching in overcrowded classrooms in the Foundation Phase. The participants included heads of departments, primary school principals, higher education lecturers and a department of basic education official. In-depth, semistructured interviews were conducted with each of the participants.F...

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“…Despite this noted importance, Okeke and Dlamini (2013) assert that teachers face stresses emanating from individual, organizational and societal conditions. Examples include: (1) unfavourable teacher-learner ratios, (2) student-teacher bullying, (3) fellow teacher absenteeism, (4) constantly increasing administrative burdens, (5) diminished autonomy and finally (6) under-resourced classroom facilities (Ballet, Kelchtermans, & Loughran, 2006;Pyhältö, Pietarinen, & Salmela-Aro, 2011;Skaalvik & Skaalvik, 2010;West & Meier, 2020). These challenges ultimately impact service delivery outcomes (Mafini & Dlodlo, 2014) potentially affecting the teachers and their contribution to service delivery (Shibiti, 2019;Redelinghuys & Rothmann, 2020;Zondo, 2018).…”

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“…This is worsening by the day and has severe consequences for teachers and learners. West and Meier (2020) contend that the government, on its own, cannot resolve the problem of overcrowding in South African schools. West and Meier (2020) suggest that success is achievable with the assistance of relevant stakeholders.…”

“…West and Meier (2020) contend that the government, on its own, cannot resolve the problem of overcrowding in South African schools. West and Meier (2020) suggest that success is achievable with the assistance of relevant stakeholders. Noteworthy is the fact that some schools in South Africa still accommodate more than 40 learners in a class (Mbhele 2019;Ntongana 2019).…”

“…Overcrowding in primary schools is an ongoing challenge that is often debated in education spaces around the world, including South Africa (Adams 2014;Lewis 2017;Marais 2016;West & Meier 2020). Over the years, the phenomenon has been a thorn in the flesh of primary school teachers in South Africa (Lumadi 2008).…”

“…Meador (2018) notes that, in an ideal society, there would be 15-20 learners in a classroom to ensure effective teaching and learning. In the view of Zenda (2020:37), large classes in some South African schools have a negative impact on practical activities and compromise the management of classroom discipline (West & Meier 2020). Hence, Hanaya, McDonald, and Balie (2020:15) report that, 'a teacher is less likely to have the capability to organise learning systematically in an overcrowded classroom'.…”