Abstract:
The Education For All (EFA) agenda at independence in Zimbabwe led to a massive expansion of education in order to avail educational opportunities to marginalized black children. This has not been coupled with the adequate provision of teaching and learning resources, consequently this has led to overcrowded classrooms. The purpose of this study is to examine the effects of overcrowded classrooms on mathematics learning and how these challenges can be overcome. Interviews observation, and analysis of learner exercise books and examination results were used in the qualitative approach. The study revealed that, secondary schools are overcrowded to levels where teachers are failing to provide quality in teaching and learning of mathematics. It was also found that this problem is exacerbated by lack of resources such as mathematics teachers, textbooks, classrooms and furniture among others. For policy and decision-making processes, the study recommends the government gather relevant and reliable data about the learning conditions in secondary schools. There is also need for effective collaboration among all the relevant stake holders who have the responsibility to provide resources to schools. It is further recommended that digital and e-learning technologies should be incorporated as alternative ways to manage large classes.
