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Abstract

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The main aim of this study was to investigate how large class size and teacher-to-learner ratio affect classroom management in early childhood educational centres in Ghana. A descriptive survey was used as research design for the study, which was underpinned by positivist philosophical thought. The data was collected using a four-point Likert-type scale questionnaire, to be administered to preschool teachers and head teachers. The sample size for the study was 216 participants and the data was analysed using one-way analysis of variance (ANOVA), mean and standard deviation. It was found that the presence of teacher-to-learner ratio (TLR) in early childhood education centres (ECECs) resulted in poor interaction and communication between preschool teachers and pre-schoolers, which had an effect on teachers’ classroom management. Moreover, in large classes, where teachers are unable to perform effective classroom management, classroom discipline and engagement will be more difficult to achieve than in the smaller classes. Again, the findings revealed that in cases of large class size, preschool teachers were repeating activities and were unable to attend to two events simultaneously in the classroom without having their attention diverted unduly by disruptions. The study also pointed out that positive reinforcement, shaping, giving prompt feedback and giving clear instructions were effective classroom strategies used in managing pre-schoolers in classes of larger size.

Keywords: Ghana, large class size, teacher-learner ratio, classroom management strategies, early childhood education, pre-schoolers, teachers, head teachers.