STUDENT-TEACHER RATIO AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC UNIVERSITIES: THE CASE OF THE UNIVERSITY OF BUEA, CAMEROON

Sophie Ekume Etomes, Fritz Ikome N. Lyonga

Abstract


The study examines the effects of student – teacher ratio on students’ learning and academic performance in public universities in Cameroon. Three constructs of student – teacher ratio, that is, class size, teaching method and teachers’ workload were used to examine the extent to which they affect students’ learning and performance in public universities in Cameroon. A survey research design was used. Closed and open-ended questionnaires were used to collect data exclusively from 39 teachers and 101 students from the University of Buea. The quantitative data was analyzed using the descriptive statistics (frequency count, percentages and mean). The opened ended questions were analyzed using thematic analysis approach with the aid of key concepts/themes, groundings and sampled quotation. Results revealed that class size, teachers’ workload and teaching method as constructs of student – teacher ratio affect students’ learning and academic performance in public universities in Cameroon. Based on the findings, it was recommended that the university administration should construct more classrooms to reduce overpopulated classes; with the increase in student population, educational planners should ensure commensurate increase in infrastructure and qualified teachers. Also, the university administration should ensure that teachers with posts of responsibility should co-teach with those without any posts. This will reduce teacher absenteeism, improve students’ evaluation, and overall students’ performance.

 

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public universities, student, teacher ratio, students’ learning, academic performance

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References


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DOI: http://dx.doi.org/10.46827/ejes.v7i6.3110

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