CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE

FACULTY OF HUMANITIES

DEPARTMENT OF EDUCATION

IER41ES/EF – INTRODUCTION TO CLASSROOM RESEARCH

ACTION RESEARCH PROJECT PROPOSAL

TITLE:

THE IMPACT OF CLASSROOM OVERCROWDING ON ACADEMIC

PERFORMANCE OF LEARNERS AT THULANI SECONDARY SCHOOL

Submitted in partial fulfilment of the requirements for

IER41ES/EF: Introduction to Classroom Research

Submission Date: 15 May 2026

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 TABLE OF CONTENTS

PAGE 3 SECTION A: STEP 1

PAGE 4 STEP 2

PAGE 5 STEP 3 AND 4

PAGE 6 CONTINUATION OF STEP 4

PAGE 7 STEP 5

PAGE 8 STEP 6

PAGE 9 CONTINUATION OF STEP 6

PAGE 10 CONTINUATION OF STEP 6

PAGE 11 STEP 7

PAGE 12 CONTINUATION OF STEP 7

PAGE 13 CONTINUATION OF STEP 7

PAGE 14 CONTINUATION OF STEP 7

PAGE 15 CONTINUATION OF STEP 7

PAGE 16 CONTINUATION OF STEP 7

PAGE 17 CONTINUATION OF STEP 7

PAGE 18 STEP 8

PAGE 19 CONTINUATION OF STEP 8

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 PAGE 20 CONTINUATION OF STEP 8

PAGE 21 STEP 9

PAGE 22 STEP 10: BIBLOGRAPHY

PAGE 23 CONTINUATION OF STEP 10

PAGE 24 CONTINUATION OF STEP 10

PAGE 25 APPENDIX A

PAGE 26 ENDING OF APPENDIX

PAGE 27 SECTION B

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SECTION A: ACTION RESEARCH PROPOSAL

STEP 1: INTRODUCTION AND BACKGROUND TO THE STUDY

Overcrowding in secondary schools poses a significant challenge to educational quality,

particularly in resource-constrained environments such as South Africa. In many public
schools, including those in the Free State province, high learner-to-teacher ratios exceed
recommended norms, leading to strained infrastructure and limited instructional resources
(Equal Education, n.d.; Hlupo et al., 2020). Consequently, this issue directly affects learners’
academic performance by hindering effective and personalised attention, as evidenced by
widespread reports of declining pass rates in overcrowded classroom settings (Ogunyemi &
Ojo, 2023).

At Thulani Secondary School, overcrowding manifests through packed classrooms that restrict
movement, reduce access to learning materials, and foster distractions, all of which
compromise cognitive engagement and retention (Equal Education, n.d.; Makhubu et al.,
2025). Such conditions elevate stress levels for both teachers and learners, resulting in
behavioural disruptions, higher rates of absenteeism, and suboptimal learning outcomes
(Makhubu et al., 2025; Walden University, 2026). Excessive class sizes correlate with lower
test scores and increased failure rates, as teachers struggle to monitor individual learner
progress amid the challenges of managing large groups (Equal Education, n.d.; Walden
University, 2026).

The scholarly literature consistently highlights the detrimental effects of overcrowding on

educational quality. Smith (2018) found that large class sizes significantly reduce learner
engagement, noting that teachers in overcrowded classrooms are unable to provide the
individual feedback necessary for academic growth. Similarly, Johnson (2020) conducted a
meta-analysis demonstrating a strong negative relationship between class size and educational
outcomes, with learners in smaller classes consistently outperforming those in larger ones.
Khan and Ghosh (2017) further documented that overcrowding reduces opportunities for active
learner participation, resulting in lower levels of motivation and academic achievement.

Within the South African context, Tshangana et al. (2023) found that overcrowded classrooms
in the Free State province significantly reduce the quality of teacher–learner interaction and
make it nearly impossible for teachers to assess individual understanding in real time. Their

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study confirmed that teachers in overcrowded environments spend disproportionate amounts
of time on classroom management and administrative tasks at the expense of meaningful
instruction. Ogunyemi and Ojo (2023) further documented a direct correlation between
overcrowded classrooms and declining pass rates in South African and Nigerian secondary
schools, providing empirical evidence of the academic consequences of this structural
challenge.

This research proposal highlights the urgency of examining overcrowding’s specific impacts
at Thulani Secondary School, where local demographics and enrolment surges continue to
amplify the problem (Evolve CA, 2023). By exploring these dynamics through a qualitative
action research approach, the study aims to inform targeted interventions that enhance
academic performance and promote sustainable educational equity in under-resourced
communities (Evolve CA, 2023; Ogunyemi & Ojo, 2023).

STEP 2: PRIMARY RESEARCH QUESTION / AIM OF STUDY

The primary research question guiding this study is:

What is the impact of classroom overcrowding on the academic performance of learners at

Thulani Secondary School?

The aim of this study is to determine the reasons for overcrowding’s detrimental effects on the
classroom environment and to examine how it degrades the academic performance of learners
at Thulani Secondary School. Overcrowding is one of the most pressing issues facing South
African secondary schools today. When classes are overcrowded, learners begin to disengage,
which can result in a lack of respect for teachers and fellow learners, poor discipline, and
ultimately declining academic results. This study further aims to explore practical strategies
that can be used to enhance the educational experience at Thulani Secondary School.

STEP 3: RESEARCH SUB-QUESTIONS

The following sub-questions were formulated to guide the investigation and to address various
dimensions of the central research problem:

• How does overcrowding affect teaching and learning at Thulani Secondary School?

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 • What influence does classroom overcrowding have on the overall academic
performance of learners at Thulani Secondary School?

• What strategies can be used to overcome the challenges of overcrowded classrooms at

Thulani Secondary School?

• How does overcrowding at Thulani Secondary School affect the distribution and use of
learning resources such as textbooks and equipment?

STEP 4: CLARIFICATION OF KEY CONCEPTS / DEFINITION OF VARIABLES

4.1 Classroom Overcrowding

Classroom overcrowding refers to a situation in which the number of learners in a classroom

significantly exceeds the recommended or designed capacity of that learning space. According
to the Department of Basic Education (2021), a classroom is considered overcrowded when the
learner-to-teacher ratio exceeds 40:1 in secondary schools. In the context of this study,
overcrowding is understood to exist at Thulani Secondary School when classrooms
accommodate more than 45 learners, as documented by Hlupo et al. (2020) in relation to Free
State province public schools. Overcrowding not only restricts physical movement but also
limits the teacher’s ability to deliver quality instruction and attend to individual learner needs.

4.2 Academic Performance

Academic performance refers to the measurable degree to which learners demonstrate mastery
of the curriculum through formal assessments, class tests, and examinations. Ogunyemi and
Ojo (2023) define academic performance in the context of overcrowded schools as the extent
to which learners achieve curriculum outcomes under the instructional conditions they
experience. In this study, academic performance is understood broadly to include not only
formal test results but also learners’ levels of engagement, participation, concentration, and
completion of assigned work.

4.3 Qualitative Research

Qualitative research is a research methodology that focuses on understanding the subjective

experiences, perceptions, and meaning-making processes of participants in a study (Creswell
& Creswell, 2018). It generates rich, descriptive data through methods such as interviews and
focus groups, and is well suited to investigating social phenomena that cannot be reduced to
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numerical measurements alone. This study adopts a qualitative approach because the impact of
overcrowding on learner performance is deeply personal and contextual, and can only be fully
understood through the lived experiences of those directly affected.

4.4 Action Research

Action research is a collaborative and cyclical process in which researchers who are also
practitioners investigate a real problem within their own professional context, implement a
change or intervention in response to their findings, evaluate the outcomes, and reflect on what
has been learned before beginning the cycle anew (Reason & Bradbury, 2021). This study
employs an action research design because its goal is not merely to describe the problem of
overcrowding but to actively engage the affected participants as co-researchers who help
diagnose challenges and propose practical, workable interventions.

4.5 Rationale for the Study

This study is conducted at Thulani Secondary School in the Free State province because it
represents a school environment in which the researchers directly observed the severity of
classroom overcrowding during their Practice Teaching placement. The school serves a
community characterised by rapid demographic growth and enrolment increases that have
consistently outpaced the expansion of classroom infrastructure (Evolve CA, 2023). By
focusing on this specific school, the study aims to produce contextually grounded findings that
are directly applicable to improving teaching and learning conditions for both educators and
learners at Thulani Secondary School.

STEP 5: PROBLEM STATEMENT

South African public secondary schools face a persistent and educationally damaging crisis of
classroom overcrowding, which is most acutely experienced in township schools such as
Thulani Secondary School. Despite post-apartheid investment in education, many schools
continue to operate with learner-to-teacher ratios that far exceed the norms recommended by
the Department of Basic Education (2021). At Thulani Secondary School, classrooms designed
to accommodate 35 to 40 learners routinely house between 50 and 60 or more learners, creating
conditions that are fundamentally incompatible with quality teaching and learning.

The consequences of this overcrowding are far-reaching. Teachers are unable to provide the
individual attention that struggling learners require, noise levels persistently disrupt

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concentration, physical space is so limited that movement within the classroom is severely
restricted, and learning materials are shared among too many learners to be effective. These
conditions disproportionately affect learners who are already academically vulnerable,
compounding existing inequalities in educational outcomes. As Ogunyemi and Ojo (2023)
document, declining pass rates in overcrowded South African secondary schools are directly
linked to these structural conditions.

A significant gap exists in the research literature regarding school-specific, action-oriented

qualitative studies that examine the lived experiences of learners and teachers in overcrowded
township secondary schools from the perspectives of those most directly affected. While broad
national-level analyses acknowledge overcrowding as a challenge, they do not capture the
nuanced, day-to-day realities experienced by learners and educators at schools like Thulani
Secondary School. There is therefore both a practical and scholarly need for contextually
grounded research that gives voice to those at the centre of this challenge.

This action research study addresses this gap by investigating the specific impact of classroom
overcrowding on the academic performance of learners at Thulani Secondary School through
individual semi-structured interviews with teachers and focus group interviews with learners.
It is anticipated that, by implementing evidence-based interventions informed by the data
gathered, including rotational timetabling, teacher professional development in large-class
pedagogy, and advocacy for additional infrastructure, the learning conditions at Thulani
Secondary School can be meaningfully improved, thereby enhancing learner academic
performance.

STEP 6: LITERATURE REVIEW

6.1 Introduction

Overcrowded classrooms remain a longstanding challenge in schools worldwide. Numerous

studies indicate that excessively large class sizes negatively affect learner performance, teacher
motivation, and the overall quality of education (Smith, 2018; Johnson, 2020). Research
consistently demonstrates that overcrowding results in reduced individual attention, higher
noise levels, and fewer opportunities for active learner participation, all of which hinder
academic achievement (Khan & Ghosh, 2017). At Thulani Secondary School, this issue is
particularly acute, worsened by limited resources and inadequate infrastructure. The aim of this
literature review is to examine the effects of overcrowded classrooms on teaching and learning,

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to identify the key challenges involved, and to propose practical strategies for enhancing
educational outcomes.

6.2 Distribution of Learning Resources

The allocation of learning resources in overcrowded classrooms is greatly affected, often

resulting in what scholars term “didactical neglect” — the failure to meet the individual
academic needs of learners because of structural constraints on the teacher’s time and attention.
Large class sizes and limited physical space make it difficult for teachers to organise and
distribute materials effectively, which frequently forces them to rely on traditional “chalk and
talk” methods instead of more engaging and interactive approaches. This situation results in
several negative consequences: learning resources such as textbooks and laboratory equipment
are either overused and quickly damaged or not accessible to all learners simultaneously;
valuable teaching time is lost to administrative and logistical tasks rather than focused
instruction; and large class sizes make it nearly impossible for teachers to monitor how
resources are being used or to provide meaningful individual feedback to learners. Research
confirms that overcrowded classrooms significantly reduce the quality of teacher–learner
interaction and make it very difficult to assess learners’ individual understanding (Tshangana
et al., 2023). In the context of Thulani Secondary School, this may result in a significant number
of learners struggling academically due to limited support and delayed feedback.

6.3 Classroom Management and Discipline

Effective classroom management and discipline are fundamental prerequisites for a productive
learning environment. Research shows that successful classroom management depends on a
teacher’s capacity to maintain learner engagement and reduce disruptive behaviour (Emmer &
Sabornie, 2015; Evertson & Weinstein, 2016). In overcrowded classrooms, where monitoring
each individual learner is practically impossible, this becomes exponentially more challenging.
Studies show that larger class sizes frequently correspond with higher noise levels, increased
learner misconduct, and diminished instructional time, ultimately harming both the quality of
teaching and the depth of learning (Blatchford et al., 2016). Furthermore, clearly established
classroom rules and routines, which are vital for sustaining discipline, frequently become less
effective in overcrowded settings because of the sheer volume of learners (Evertson &
Weinstein, 2016). The Department of Basic Education (2021) acknowledges that overcrowded
classrooms hinder teachers from enforcing discipline effectively and delivering personalised
assistance, thereby harming the overall teaching and learning experience.

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6.4 Pedagogical Content Instruction and CAPS Delivery

Teachers in overcrowded classrooms are frequently unable to deliver the content prescribed by
the Curriculum and Assessment Policy Statement (CAPS) in the manner intended, resulting in
a hurried pace of instruction, insufficient topic coverage, and didactical neglect — the failure
to attend to the individual learning needs of each learner (Joyce West & Meier, 2020). High
learner numbers interfere with structured lesson planning, group activities, and formative
assessment strategies for subjects such as Mathematics and Languages. They also generate
persistent noise, discipline challenges, and teacher stress that further compromise instructional
quality (Gqwabaza, 2020). Soekoe et al. (2021) found that infrastructure deficiencies in
secondary school contexts make it effectively impossible for educators to implement the
interactive, learner-centred teaching strategies prescribed by CAPS, such as differentiated
instruction and cooperative learning, which are known to improve academic outcomes.

6.5 Implications of Demographic Factors on Teaching and Learning

Demographic factors such as age, socio-economic status, language, and cultural diversity
greatly affect the teaching and learning experience in educational settings. Research highlights
that learners’ social and cultural contexts influence their knowledge acquisition and
engagement in classroom activities (Darling-Hammond et al., 2017). In varied and crowded
classrooms, these distinctions are amplified, posing additional challenges for educators who
must meet the unique learning requirements of every learner. Studies suggest that learners from
lower socio-economic backgrounds frequently require extra academic assistance, which is
severely constrained in overcrowded classrooms (OECD, 2019). If not properly addressed,
cultural and linguistic diversity may further affect classroom engagement and comprehension
(Banks, 2016). The Department of Basic Education (2021) emphasises that demographic
diversity, combined with overcrowding, intensifies the pressure on educators to cater for a
broad spectrum of learning needs. While inclusive teaching strategies can assist in overcoming
these challenges, their effectiveness frequently diminishes in overcrowded classroom
environments.

6.6 Summary

The literature consistently demonstrates that classroom overcrowding has wide-ranging and
serious negative effects on teaching quality, learner engagement, resource access, and
academic performance. These effects are well documented both internationally and within the
South African context, and are particularly acute in township secondary schools such as
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Thulani Secondary School. The research highlights an urgent need for school-level, action-
oriented investigations that give voice to the experiences of learners and teachers, generate
contextually relevant evidence, and produce practical recommendations for improvement. This
action research study responds directly to that need.

STEP 7: METHODOLOGY

7.1 Research Approach: Qualitative Methodology

This study adopts a qualitative research approach to examine the impact of classroom
overcrowding on the academic performance of learners at Thulani Secondary School. A
qualitative approach is appropriate because it focuses on understanding participants’ subjective
experiences, perceptions, and meaning-making processes (Creswell & Creswell, 2018). The
identified problem — classroom overcrowding — is a deeply personal and social experience
that cannot be fully captured through quantitative metrics such as test scores alone. To
genuinely understand how overcrowding degrades academic performance, it is necessary to
explore the everyday challenges, pedagogical constraints, and social dynamics that define the
learning environment for both teachers and learners. Qualitative methods provide the rich,
detailed data needed to uncover these intricate dynamics and are foundational for effective
action research (Creswell & Creswell, 2018; Reason & Bradbury, 2021).

The advantage of a qualitative approach for this study is that it enables the researchers to
capture the nuanced, context-specific realities of classroom life at Thulani Secondary School.
A potential disadvantage is that the findings may not be statistically generalisable to all schools.
However, given that this is an action research project aimed at improving practice at a specific
school, the depth of understanding generated is more valuable than breadth of coverage.

7.2 Research Design: Action Research

This study explicitly utilises an action research methodology. Action research is defined as a
collaborative and cyclical process in which researchers and participants work together to
understand and solve a practical problem while simultaneously generating new knowledge
(Reason & Bradbury, 2021). The third research sub-question — “What strategies can be used
to overcome the challenges of overcrowded classrooms?” — explicitly emphasises the
immediate need for action, improvement, and change. This methodology is ideally suited to
this study because its primary goal is not merely to describe the problem of overcrowding but

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to actively engage the affected participants — the teachers and learners — as co-researchers
who help diagnose challenges and propose practical interventions (Reason & Bradbury, 2021).

7.3 Research Setting

The research will be conducted at Thulani Secondary School, a resource-constrained public

school typical of many institutions in South Africa’s Free State province. Local demographic
growth and enrolment surges have amplified the overcrowding problem at the school, straining
existing infrastructure and instruction (Equal Education, n.d.; Hlupo et al., 2020). The school
was specifically selected because it was the Practice Teaching placement school for the
researchers, who directly observed the severity of overcrowding during their time there.

7.4 Research Participants

To ensure a holistic understanding of the problem and to co-design effective solutions, this
study will include two distinct participant groups:

Group 1: Teachers

Rationale: Teachers manage the daily challenges of pedagogy, discipline, and resource
distribution in overcrowded classrooms. Their professional knowledge is critical for
understanding systemic constraints and designing workable interventions (Reason & Bradbury,
2021).

Sample Size: A sample of 6 to 8 teachers will be selected to ensure sufficient depth while
remaining manageable (Creswell & Poth, 2018).

Sampling Technique: Purposive sampling will be used. Teachers will be intentionally selected
based on the following criteria: they are currently teaching in identified overcrowded
classrooms; they have at least two years of experience at the school; and they represent diverse
grade levels across the GET and FET phases, as well as diverse subject areas such as
Mathematics, Languages, and Social Sciences, to capture a range of curricular experiences.

Group 2: Learners

Rationale: Learners are the primary beneficiaries of the educational process, yet they are most
acutely affected by overcrowding through reduced individual attention, noise distractions, and
limited access to resources. Their lived experiences provide unique and indispensable
perspectives on how overcrowding directly impacts learning, engagement, and performance.

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Sample Size: Two focus groups, each consisting of 8 to 10 learners, will be formed. This size
is appropriate for qualitative focus group discussions and remains manageable (Given, 2016).

Sampling Technique: A combination of purposive and convenience sampling will be used.

Purposive sampling will ensure that groups represent different grade levels and a range of
academic performance profiles. Within these criteria, learners will be conveniently selected
from classes whose teachers are also participating in the study, facilitating access and
coordination.

7.5 Data Collection Method: Interviewing

This study will employ interviewing as the primary data collection method. This qualitative
method will be deployed in two distinct formats, ensuring a single, consistent type of verbal
data while accommodating the different needs of the two participant groups (Given, 2016).

For teachers, individual semi-structured interviews are ideal for gathering detailed professional
insights into complex issues such as pedagogical constraints, resource logistics, and nuanced
reflections on classroom discipline — matters that educators might not share freely in a group
setting (Creswell & Creswell, 2018). For learners who are minors, focus group interviews
provide a safe and supportive peer environment that reduces individual pressure and
encourages open dialogue about shared experiences (Given, 2016).

Data collection will be conducted over a four-week period towards the end of the school term
to minimise instructional disruption. Interviews will be conducted in a private school room
with prior informed consent and will be audio-recorded for accurate transcription. Semi-
structured interviews with teachers are scheduled for approximately 45 to 60 minutes each, and
focus groups with learners are scheduled for approximately 30 to 40 minutes per group.

7.6 Instrument Design

The Semi-Structured Interview Schedule for Teachers (Appendix A) probes professional

educator experiences aligned with the research sub-questions, covering: pedagogical content
instruction and CAPS challenges, classroom management and discipline, resource distribution
and logistics, and participant-driven action strategies.

Focus group interviews with learners will be facilitated using open-ended, experiential
prompts, such as:

• “What is the single biggest thing that stops you from concentrating during a lesson?”

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 • “If you could change one practical thing in your largest classroom — besides the
number of learners — what would make learning easier for you, and why?”

7.7 Data Analysis: Thematic Analysis

This qualitative action research study will use thematic analysis to analyse data collected from
both the individual teacher interviews and the learner focus group interviews. Thematic
analysis is a flexible and robust qualitative method for identifying, analysing, and developing
themes within a dataset (Braun & Clarke, 2019). It is appropriate because it allows the
researchers to systematically compare and integrate perspectives from both teachers and
learners, moving from concrete descriptions to a deeper, interpretive understanding of common
challenges and possible strategies. The analysis will follow Braun and Clarke’s (2019) six-
phase process:

• Familiarisation: Transcribing all recorded interviews verbatim and reading transcripts

multiple times to develop a comprehensive understanding of the combined dataset.

• Generating initial codes: Systematically labelling relevant segments of data, for

example, coding references to “no textbooks available,” “difficult to hear the teacher,”
or “unfair focus on discipline.”

• Searching for themes: Collating codes into broader, potential themes, initially creating
separate thematic maps for teachers and learners before integrating cross-cutting
themes.

• Reviewing themes: Checking whether potential themes accurately represent both the
coded extracts and the full dataset, allowing teacher and learner perspectives to validate
or enrich one another.

• Defining and naming themes: Clearly articulating the essence of each theme, for
example, organising resource-related codes into a theme entitled “Resource Dilution:
The Shared Burden.”

• Producing the report: Weaving together the analytical narrative and direct data extracts
from both participant groups to construct a coherent argument that answers the research
questions.

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The resulting themes will identify clear action points, proposed strategies from both participant
groups, and areas for potential interventions, forming the empirical foundation for the action
phase of the action research cycle.

7.8 Ethical Considerations

Informed Consent: Before any data collection begins, all teachers will receive a detailed
participant information sheet explaining the study’s aim and voluntary nature. Those who agree
to participate will sign a written informed consent form. For all learner participants who are
minors, both voluntary informed assent from the learner and full written informed consent from
their parent or legal guardian will be mandatory.

Confidentiality and Anonymity: All participants will be anonymised using codes rather than
their names, ensuring that no individual can be identified in any report or publication. All raw
data, including audio recordings, will be securely stored on a password-protected device and
deleted after the project is complete.

Voluntary Participation: Participation will be entirely voluntary for both teachers and learners.
Participants will be informed of their right to refuse participation, skip any questions they find
uncomfortable, or withdraw from the study at any time without any negative consequences.

Sensitive Context: As the research takes place within a single school community, the
researchers will be highly mindful of the power dynamics between teachers and learners. The
research will be framed consistently as a problem-solving partnership, not an investigation or
evaluation, to ensure that all participants feel safe and respected throughout the process.

7.9 Quality Considerations and Trustworthiness

To demonstrate the rigour and trustworthiness of this qualitative study, the researchers will
employ Guba and Lincoln’s framework of trustworthiness, addressing four key criteria:

Credibility: Data triangulation will be used by collecting data from two distinct participant
groups — teachers and learners — on the same phenomenon, allowing for cross-validation.
Member checking will also be employed, giving participants an opportunity to review
transcripts or summary findings to confirm their accuracy.

Transferability: The study will provide a rich, detailed description of Thulani Secondary
School’s unique context, including its resource constraints and enrolment surges, enabling

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other researchers and educators in similar settings to assess the relevance of the findings to
their own environments.

Dependability: An explicit audit trail will be maintained, including detailed records of the
research design, all data collection procedures, transcribed data, and the evolution of the
thematic analysis, allowing for external scrutiny of the decision-making process.

Confirmability: Regular peer debriefing within the research team will be conducted, and all
claims and conclusions will be grounded directly in participant data, maintaining a clear and
auditable link between the raw data and the final findings.

STEP 8: RECOMMENDATIONS

Based on the evidence presented in the literature review and the anticipated findings of this
action research study, the following five recommendations are proposed to address the negative
impact of classroom overcrowding on academic performance at Thulani Secondary School:

Recommendation 1: Implementation of Rotational and Split-Class Timetabling

School management should explore the introduction of a rotational timetabling system in which
large classes are divided into two groups: while one group receives direct classroom instruction
from the teacher, the other engages in structured, supervised independent study or peer-tutoring
in an alternative school space. This strategy can effectively reduce the number of learners a
teacher interacts with directly at any given time, without requiring the immediate construction
of new classrooms. By reducing the effective class size for direct instruction, teachers can
provide more individual attention, reduce noise and discipline challenges, and improve the
quality of learning for all learners.

Recommendation 2: Advocacy for Additional Classroom Infrastructure

The school principal, School Governing Body (SGB), and teacher representative structures
should actively engage with the Department of Basic Education at the district and provincial
levels to advocate urgently for the construction of additional classrooms and the provision of
supplementary teaching spaces. The researchers’ observations at Thulani Secondary School,
supported by the evidence of Hlupo et al. (2020) and Equal Education (n.d.), provide a
compelling basis for such advocacy. The school should compile systematic, data-driven
evidence of the extent of overcrowding and its demonstrable consequences for learner

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performance, and present this formally to the relevant educational authorities to support the
case for infrastructure investment.

Recommendation 3: Teacher Professional Development in Large-Class Pedagogy

Given the documented tendency of teachers in overcrowded classrooms to default to passive,

whole-class “chalk and talk” instruction, the school management should arrange targeted
professional development workshops for teaching staff on effective strategies for teaching large
classes. These workshops should include training in cooperative learning techniques, peer
tutoring, differentiated instruction within large groups, and the effective use of visual aids and
projectors to enhance content delivery to many learners simultaneously. Joyce West and Meier
(2020) and Soekoe et al. (2021) both emphasise that equipping teachers with large-class
pedagogical strategies is essential for maintaining instructional quality and CAPS compliance
in overcrowded conditions.

Recommendation 4: Establishment of Learner Psycho-Social Support Structures

In response to the documented psycho-social stress experienced by learners in overcrowded

classrooms, including elevated anxiety, academic disengagement, and increased interpersonal
conflict, the school should establish structured psycho-social support systems for learners.
These should include access to a qualified school counsellor, the formation of peer support
groups facilitated by trained senior learners, and the integration of social-emotional learning
principles into daily classroom practice. Teachers should receive basic training in recognising
and responding appropriately to signs of learner stress and disengagement within the
overcrowded classroom context.

Recommendation 5: Integration of Technology and Digital Learning Resources

The school, with support from the Department of Basic Education and potential corporate
social investment partners, should actively pursue the integration of available digital learning
technologies to supplement classroom instruction in overcrowded settings. Even basic
technological tools — such as a functioning data projector, pre-prepared visual learning
materials, and learner access to selected online educational platforms during study periods —
can significantly enhance the quality of content delivery in large classes. Technology can help
teachers present material more efficiently to large groups and can provide learners with
additional resources for self-directed learning beyond formal classroom hours, partially
compensating for the limitations imposed by overcrowding.

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STEP 9: CONCLUSION

This action research proposal has presented a structured and comprehensive study plan for
investigating the impact of classroom overcrowding on the academic performance of learners
at Thulani Secondary School. Drawing on evidence from both the scholarly literature and the
direct observations of the researchers during their Practice Teaching placement, the proposal
has demonstrated that classroom overcrowding is a complex, multi-dimensional challenge that
affects not only examination results but also the quality of teaching, learner psycho-social well-
being, resource access, and classroom discipline.

The qualitative action research methodology adopted in this study, employing individual semi-
structured interviews with teachers and focus group interviews with learners, is well suited to
generating the rich, contextualised, participant-centred data needed to understand and respond
effectively to this problem. By grounding the investigation in the specific institutional and
community context of Thulani Secondary School, the study aims to produce findings that are
both academically rigorous and directly applicable to the school’s day-to-day realities.

The five recommendations presented in this proposal — rotational timetabling, advocacy for
infrastructure expansion, teacher professional development in large-class pedagogy, psycho-
social learner support, and technology integration — represent a range of evidence-based
interventions that can be implemented at different levels within the school community. It is
hoped that the implementation of these recommendations, informed by the empirical evidence
gathered through this study, will contribute meaningfully to improving the academic
performance, learning conditions, and overall educational experiences of learners at Thulani
Secondary School.

Ultimately, this action research project reflects a firm conviction, developed through the
researchers’ own experiences as student teachers, that education practitioners who observe and
critically engage with the challenges in their schools are capable of becoming powerful and
purposeful agents of positive change. The researchers are committed to ensuring that this study
results not only in a meaningful scholarly contribution but also in tangible improvements in the
lives and learning outcomes of the learners at Thulani Secondary School.

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STEP 10: BIBLIOGRAPHY

Banks, J.A. 2016. Cultural Diversity and Education: Foundations, Curriculum, and Teaching.
6th ed. New York: Routledge.
Blatchford, P., Bassett, P. & Brown, P. 2016. Examining the effect of class size on classroom
engagement and behaviour. London: Institute of Education.
Braun, V. & Clarke, V. 2019. Reflecting on reflexive thematic analysis. Qualitative Research
in Sport, Exercise and Health, 11(4):589–597.
Creswell, J.W. & Creswell, J.D. 2018. Research design: Qualitative, quantitative, and mixed
methods approaches. 5th ed. Thousand Oaks: SAGE Publications.
Creswell, J.W. & Poth, C.N. 2018. Qualitative inquiry and research design: Choosing among
five approaches. 4th ed. Thousand Oaks: SAGE Publications.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B. & Osher, D. 2017. Implications
for educational practice of the science of learning and development. Applied
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APPENDIX A: SEMI-STRUCTURED INTERVIEW SCHEDULE FOR TEACHERS

Project Title: The Impact of Classroom Overcrowding on Academic Performance of

Learners at Thulani Secondary School

Expected Duration: 45–60 minutes

Participant Pseudonym: ___________________________ Date: _______________

Introduction and Consent Reminder: Thank the participant for agreeing to take part in this
study. Confirm that the interview is confidential, that their identity will be protected through
pseudonymisation, and that they are free to skip any question or to stop the interview at any
time without any negative consequences.

1. Can you please describe the typical size of your classes and how this differs from the
recommended learner-to-teacher norms?

2. Walk me through a typical lesson in your largest class. How does the number of learners in
the classroom shape how you start, conduct, and end your lesson?

3. How does having a large number of learners affect your ability to deliver the CAPS-
mandated content for your subject?

4. How do you try to provide individual attention or feedback to learners in your large classes?
Are these attempts successful, and why or why not?

5. What are the main challenges you face regarding discipline and maintaining a productive
learning environment when the classroom is full?

6. How does overcrowding impact the distribution and use of learning resources such as
textbooks, laboratory equipment, or basic stationery?

7. Reflecting on your professional experience, what are the top two practical changes — big
or small — that could be implemented within the school to lessen the negative impacts of
overcrowding on your learners?

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8. Is there anything else you would like to share about your experience of teaching in an
overcrowded classroom that we have not yet discussed?

Thank you sincerely for your time and your valuable contribution to this study.

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SECTION B: SELF-REFLECTIVE ASSIGNMENT

Question 1: What are Research and Action Research?

Research is a systematic, disciplined, and purposeful process of inquiry that seeks to investigate
a specific problem, question, or phenomenon in order to generate new knowledge, deepen
existing understanding, or solve a practical challenge. Research is conducted in a structured
and methodological manner: it begins with the identification of a clear problem or question,
proceeds through the careful collection and rigorous analysis of relevant data, and culminates
in findings and conclusions grounded in evidence rather than assumption or personal opinion.
Research demands intellectual honesty, methodological consistency, and a willingness to
follow the evidence wherever it leads.

Action research is a distinctive and particularly meaningful form of research for education
practitioners. It is a collaborative and cyclical process in which researchers who are also
practitioners investigate a real problem within their own professional context, implement a
change or intervention in response to their findings, evaluate the results of that change, and
reflect on what has been learned before beginning the process anew. What distinguishes action
research from conventional research is its dual commitment: it aims both to generate new
knowledge and to improve practice simultaneously. It is research conducted not merely about
education but for education, by the very people who live its daily realities. As student teachers
who personally experienced the challenges of overcrowded classrooms during Practice
Teaching, action research provided the most honest and professionally meaningful framework
within which to investigate this problem.

Question 2: Why and How Did We Choose Our Topic?

The topic of classroom overcrowding at Thulani Secondary School was not a theoretical or
arbitrary choice. It emerged directly and unavoidably from our personal observations and
experiences during our Practice Teaching placement. Each member of our group encountered
the same fundamental reality: classrooms were packed far beyond their intended capacity.
Teachers were visibly stretched trying to manage large numbers of learners simultaneously.
Learners at the back of the room struggled to hear instructions, and many sat in cramped
conditions without adequate access to learning materials. We could observe, in real time, how

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this environment was undermining both the quality of teaching and the academic motivation
and performance of learners.

We chose this topic because we collectively felt a strong sense of professional and moral
responsibility to understand the problem more deeply and to contribute, however modestly, to
finding solutions. The issue felt personally relevant, as we recognised that we would one day
be teaching in similar conditions. Understanding overcrowding — its causes, its specific effects
on academic performance, and the strategies that can mitigate it — felt like an essential part of
preparing ourselves for the realities of teaching in South Africa. We chose to focus specifically
on Thulani Secondary School because it was the school where we had observed these
conditions most directly.

Question 3: How Did We Search for Academic and Scientific Articles?

To find the academic and scientific sources required for this study, the group used a
combination of research approaches. We began by accessing the Central University of
Technology’s (CUT) library online databases, where a librarian assisted us in navigating the
available resources. We used search terms such as “classroom overcrowding and academic
performance,” “class size effects on learner achievement,” “overcrowding in South African
schools,” “teaching in large classes,” and “qualitative action research in secondary schools.”
We supplemented this with searches on Google Scholar, prioritising peer-reviewed journal
articles published from 2015 onwards and favouring those that addressed the South African or
African schooling context where possible.

We evaluated the credibility and relevance of each source by checking that it was published in
a recognisable peer-reviewed journal or by a reputable academic publisher, that the research
was empirically grounded, and that its findings were applicable to secondary school contexts
similar to ours. Each group member was assigned specific articles to read and summarise, and
we then came together to synthesise the key ideas and determine how each source would
contribute to the different sections of our proposal.

Question 4: How Did the Literature Assist Our Understanding of the Research Problem?

Engaging with the academic literature transformed our understanding of the overcrowding
problem in ways that our personal observations alone could not have provided. Before reading
the literature, we had an intuitive sense that overcrowding was harmful to learning, but we

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lacked the conceptual framework and empirical grounding to articulate precisely how and why
this was the case. The literature provided both.

For example, the concept of “didactical neglect” introduced by Joyce West and Meier (2020)
gave us a precise and powerful term for something we had observed but could not previously
name: the systematic failure of the educational environment to meet individual learners’ needs
because of the structural pressures of overcrowding. The research by Blatchford et al. (2016)
helped us understand that the relationship between class size, noise, discipline, and
instructional time is well established internationally, which validated our own classroom
observations and provided our study with a credible empirical foundation. The work of Braun
and Clarke (2019) on thematic analysis gave us confidence in our chosen analytical method
and helped us understand exactly how we would move from raw interview data to structured
and meaningful findings. Altogether, the literature gave us both the vocabulary and the
evidence needed to articulate the problem clearly and to design a sound research study in
response.

Question 5: What Challenges Did We Encounter During This Action Research Project?

Completing this action research proposal was both intellectually rewarding and practically
challenging. One of the most significant challenges was coordinating the work of a group of
ten members, each with different academic schedules, subject specialisations, and levels of
prior experience with academic research writing. We had to invest considerable time and effort
into developing a shared understanding of the assignment requirements and into dividing the
work equitably while ensuring consistency of voice, style, and academic standard across the
final document.

A second challenge was accessing full-text versions of some of the journal articles we
identified as relevant, as several were behind institutional paywalls. We resolved this by
making full use of the CUT library’s database subscriptions and by consulting the faculty
librarian for guidance on accessing restricted resources. A third challenge was ensuring that
our writing was genuinely analytical and paraphrased rather than merely descriptive or reliant
on close summaries of individual sources. Learning to engage critically with the literature —
to synthesise, compare, and question rather than simply report — was one of the most important
intellectual skills we developed through this project.

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Question 6: In Which Areas of the Research Process Did We Gain New Knowledge and
Skills?

Completing this project contributed meaningfully to the professional and intellectual

development of every member of the group. We gained a significantly stronger and more
confident understanding of qualitative research methodology, including the specific design and
application of semi-structured interviews and focus group methods. We developed our
academic writing skills, particularly in the areas of literature review construction, problem
statement formulation, and the development of coherent research questions that are clearly
linked to the central research problem.

We also gained substantial new knowledge about the structural and systemic dimensions of the
challenges facing South African public schools, particularly with regard to infrastructure,
resourcing, and the relationship between socio-economic context and educational quality. This
knowledge has contextualised and deepened our understanding of the teaching profession we
are entering. We additionally developed skills in information literacy, particularly in locating,
critically evaluating, and synthesising academic sources from multiple databases, which are
skills we will carry with us throughout our academic and professional careers.

Question 7: What Did We Learn Whilst Completing This Action Research Project?

This action research project taught us, above all, that teaching and research are not separate
professional activities but deeply interconnected ones. Effective teachers do not simply
implement prescribed curricula in a passive or unreflective manner; they observe their
classrooms with a questioning and critical eye, identify persistent problems and challenges,
and actively seek evidence-based ways to address them. The skills and dispositions cultivated
through this project — systematic observation, evidence-based reasoning, collaborative
problem-solving, and reflective academic writing — are not merely academic exercises but
core professional competencies that we will carry throughout our teaching careers.

We also learned that even structural and systemic problems, such as the classroom
overcrowding that characterises so many South African township schools, are not entirely
beyond the reach of school-level intervention. The recommendations we developed through
this study are practical, achievable, and grounded in evidence. This has given us a genuine
sense of professional agency and hope: the conviction that, as teachers, we can and will make
a meaningful and positive difference in the learning lives of the learners we serve.

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Question 8: How Will We Use Action Research to Improve Our Practice?

Having completed this proposal, all members of the group are committed to carrying the
principles and practices of action research into our future teaching careers. We recognise that
the challenges we will face in our classrooms will be varied, continuously evolving, and
sometimes unexpected. Action research provides us with a practical and intellectually sound
framework for responding to those challenges in a structured, evidence-based, and
collaborative manner rather than in an ad hoc or reactive way.

With specific regard to the issue of classroom overcrowding, we will advocate at the school
level for the implementation of evidence-based strategies such as those recommended in this
proposal, including rotational timetabling, teacher professional development in large-class
pedagogy, and the targeted use of available technologies. We will apply our professional
knowledge of effective instruction in large classes to maintain the quality of teaching even in
difficult conditions. Most importantly, we will maintain the reflective, questioning, and
evidence-driven orientation to our work that this action research project has helped us develop,
because we now understand that good teaching, at its deepest level, is a form of ongoing and
purposeful inquiry.

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KKM KOBANE 222087120

O MATUBE 223087362

NMN NDABA 223086577

O T TLHAME 223028660

T P TOYI 221040013

D T MABUNDA 223068670

A N MAREMA 223091890

S T PHINGA 223083275

A K TSHEPE 220035095

R N DLAMINI 223004517

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