Abstract:
This paper is based on a study which highlighted on the impacts of high
student enrollment levels to existing instructional resources in six selected institutions
of higher learning in Kenya. The study was guided by the general system theory and
employed a mixed research design. A pragmatic philosophical paradigm was applied
in the study. Probability sampling method which included simple random and
stratified random sampling procedures was employed. The targeted population was
390 respondents from six selected public universities in Kenya. This consisted of 240
lecturers, six deans of schools of education, 48 examination officers and 24 heads of
departments in the School of Education. The data collection instruments were closed
and open ended questionnaires, interviews and observation schedules. Data was
analyzed by descriptive and inferential statistics. The findings of the study showed
that student enrollment and student performance correlated negatively in that student
population had affected the quality of learning, achievement and the administration of
examination in the six public universities. It identified inadequacy, reluctance and
delayed program duration as the negative effects of high student enrolment. The
study further revealed that even though some public universities had adequately
implemented educational policies, improved laboratories, lecture halls, and library
facilities, the quality of student performance and achievement was still compromised.
The potential beneficiaries of the discussions in this paper would be the deans of
schools, heads of departments, examination officers and lecturers in the schools of
education in the provision of better management skills on student enrollment level
and teaching and learning of resources.
