Abstract
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, semi-structured interviews were conducted with each of the participants. Findings: Based on the findings, the impact of and challenges (such as didactical neglect, discipline issues and negative teacher attitudes) related to overcrowdedness was elaborated on, and practical recommendations were made regarding possible solutions. Conclusion: This study conclude by emphasising the importance of a combined effort between all role players, such as the School Management Teams and the teachers, when dealing with the challenges posed by overcrowdedness.
Highlights
South Africa performs poorly in both national and international assessments, such as the Annual National Assessment (ANA1) and the Progress in International Reading Literacy Study (PIRLS)
The findings regarding teaching in overcrowded classrooms will be discussed. It was consistently stated by all the participants that overcrowdedness is a fundamental challenge within Foundation Phase classrooms
This study focused on overcrowdedness within Foundation Phase classrooms, an essential phase in learners’ development, in the Tshwane-West district of South Africa
Summary
South Africa performs poorly in both national and international assessments, such as the Annual National Assessment (ANA1) and the Progress in International Reading Literacy Study (PIRLS). Grade 4 learners averaged a reading score of 320 out of a 1000 on the PIRLS scale, 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.). The 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. 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
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