The Influence Of Class Size And Teachers Practices On Students Academic Achievement In Public Primary Schools In Bamako,Mali

The overall purpose of this study was to find out the relationship between class sizes and teacher practices on pupil’s academic achievement of public primary schools in Bamako communes, Mali. This study specifically sought to find out the teacher classroom practices carried employed in public classrooms in Mali in the wake of UPE, how class sizes influence particular practices in classes and the effect of this practice on pupils’ achievement.Proportionate stratified sampling was used to draw a sample of 304 elements consisting of teachers, pupils, head teachers, parents and education officers. The study was carried out in the communes of Bamako and involved administration of questionnaires and interview schedules.Quantitative data collected was analyzed descriptively by use of correlation and regression techniques. The study revealed that most teachers do not prepare adequately for lessons, they do not apply constructivism and the feedback on evaluation takes unnecessarily too long.The study revealed also that class sizes negatively influence teacher practices especially in the marking of home works as well as grouping students according to their abilities. There was also gender influence as well as regional disparities in access to effective teacher practices with students from low SES being taught by teachers with low average educational level and years of experience characterized with ineffective classroom practices. The study recommended emulation of China’s principle of managing large class through effective embrace of technology and teacher accountability.