Sophie Ekume Etomes, Fritz Ikome N. Lyonga


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.


Article visualizations:

Hit counter



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

Full Text:



Adunola, O. (2011). The Impact of Teachers’ Teaching Methods on the Academic Performance of Primary School Pupils in Ijebu-Ode Local cut Area of Ogun State. Ego Booster Books, Ogun State, Nigeria.

Ajani, I. R. & Akinyele, O. B. (2014). Effects of Student-Teacher Ratio on Academic Performance of Selected Secondary School Students in Port Harcourt, Nigeria. Journal of Education and Practice, 5(24): 100-106.

Attah, G. & Adebayo, J. O. (2018). Effects of Training and Workload of Teachers on Achievement of Students in Mathematics in Senior Secondary Schools in Jos Metropolis, Plateau State, Nigeria. Kampala International University Journal of Humanities, 3(1): 2009-219.

De Paola, M., Ponzo, P. M. & Scoppa, V. (2013). Class Size effects on Students Achievement: Heterogeneity across Abilities and Fields. University Della Calabria Working Paper No. 19.

Ellis, T. I. (1984). Class Size. ERIC Clearinghouse on Educational Management: ERIC Digest, Number Eleven. (Contract No. 400-83-0013). National Institute of Education (Ed.). Washington, DC. (ERIC Document Reproduction Service No. ED259459).

Finn, J. (2003). The “WHYsȂȂ of class sizeDz Student Behavior in Small ClassesDZ.Review of Educational Buffalo, State University of New York.

Ganyaupfu, E., M. (2013). Teaching Methods and Students Academic Performance. International Journal of Humanities and Social Science Invention, 2(9): 29-35.

Graue, E., & Rauscher, E. (2009).Researcher Perspectives on Class Size Reduction. Education Policy Analysis Archives, 17(9):1-26.

Graue, E., Rauscher, E., & Sherfinski, M. (2009). The Synergy of Class Size Reduction and Classroom Quality. The Elementary School Teacher, 110(2): 178-201.

Hosain, S. (2016). Teaching Workload and Performance: An Empirical Analysis on some selected Private Universities in Bangladesh. International Journal of English and Education, 5(3).

Johnson, L. (2011). Does Class Size Really Matter? District Administration, 47(9):104-105.

Koc, N. and Celik, B. (2015). The Impact of Number of Students per Teacher on Student Achievement. Procedia – Social and Behavioral Science, 177: 65-70. 10.1016/j.sbspro.2015.02.335.

Michaelowa, K. (2001). Primary Education Quality in Francophone Sub-Saharan Africa; Determinants of learning achievement and efficiency considerations. World Development 29, 1699-1716.

Ndioho, O. F. & Chukwu, J. C. (2017). Biology Teachers Workload and Academic Performance of Secondary School Students in Abia State. Journal of Research and Methods in Education, 7(1): 91-94.

Nwokocha, A. B. & Amadike, C. O. (2005) .The Psychology of Learning, Fundamental Text for Colleges and Universities, Eldona Nig. Ltd.

OECD (2012). Education Indicators in Focus. Retrieved from:

Organization for Economic Co-operation and Development, Center for Educational Research and Innovation. (1996). Education Indicators: An International Perspective., International Indicators Project.1996 (Data file). Available from the National Center for Education Statistics,

Rahman, M. & Avan, Y. R. (2016). Teaching Workload and Performance: An Empirical Analysis of Selected Private Universities of Bangladesh. European Journal of Social Science Studies, 1(1): 72-83.



  • There are currently no refbacks.

Copyright (c) 2020 Sophie Ekume Etomes, Fritz Ikome N. Lyonga

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).