Abstract:
This paper is based on a study which highlighted on the impacts of high student enrollment levels to
existing instructional resources in selected public universities in Kenya The study analyzed the impact of high
students’ enrolment levels on instructional resources in selected Public Universities in Kenya. The objective of
the study was to determine the impact of high students’ enrollment on teaching and learning facilities in
selected public universities in Kenya. The study was guided by the general system theory. The study employed a
mixed research design. A pragmatic philosophical paradigm was adopted in the study. Probability sampling
method was adopted which included a simple random and stratified random sampling procedures. The targeted
population was 390 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 used were closed and open ended questionnaires, interviews and observation. Data was
analyzed by descriptive and inferential statistics. The findings of the study found out that student enrollment and
instructional resources correlated negatively. The increasing population had affected the quality of teaching,
instructional methods and the administration of examination in the six public universities in Kenya. It identified
inadequacy, inaccessibility and scarcity to existing teaching and learning resources. The study further revealed
that even though some public universities had adequately implemented educational policies, laboratories,
lecture halls, library facilities and the quality of teaching 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
effects on the existing teaching and learning of resources.
