Abstract:
The study assessed the perceived effects of large class size on tutor effectiveness in public colleges of education in the northern region of Ghana. The quantitative descriptive survey design was employed for the study. Questionnaire was used for data collection. The Cronbach’s alpha was .79. There census method was used to include 192 tutors for the study. Percentages, means, standard deviation, independent samples t-tests and ANOVA were used to analyse the data. Findings showed that large class size affected tutors’ interpersonal relationship with students. Large class size was perceived by tutors to affect instructional methods and assessment of students learning. The study found a significant gender and teaching experience differences in perceived effects of large class size on tutors’ effectiveness. It was concluded that large class sizes be scaled down to enhance teaching and learning in public colleges of education in the northern part of Ghana. The study recommended that tutors in the colleges of education in the northern region of Ghana must ensure a conducive learning environment for students to actively partake in the teaching and learning activities. More tutors should be recruited by colleges of education in the northern region of Ghana to reduce large classes.
