Exploratory action research on handling a large class
Loading...
Authors
Muhumed, Abdisalan
Issue Date
2023
Educational Level
ISCED 6: Batchelor's or equivalent level
Curriculum Area
Geographical Setting
Ethiopia
Abstract
Context: This study focuses on the exploration of managing large classes at Jigjiga University, Ethiopia, specifically within the College of Dryland Agriculture, Department of Human Nutrition. It addresses the challenges faced in teaching undergraduate students aged 20 to 30 in oversized classes.
Aims: The primary objective is to identify and implement effective strategies to enhance teaching and learning efficiency in large classes, aiming to improve student engagement and academic performance.
Methods: Through exploratory action research, the study utilized focus group interviews with students, peer observations, and interviews with colleagues to assess the impact of large class sizes on teaching and learning experiences.
Findings: Results indicated student dissatisfaction with large class environments, citing difficulties in active learning and teacher-student interaction. The study found that implementing a "think-pair-share" strategy, introducing peer feedback mechanisms, and utilizing team assignments improved student engagement and learning outcomes.
Implications: The research highlights the effectiveness of learner-centered strategies in large classes, favouring the adoption of interactive and collaborative teaching methods to foster a more engaging and productive educational environment.
Aims: The primary objective is to identify and implement effective strategies to enhance teaching and learning efficiency in large classes, aiming to improve student engagement and academic performance.
Methods: Through exploratory action research, the study utilized focus group interviews with students, peer observations, and interviews with colleagues to assess the impact of large class sizes on teaching and learning experiences.
Findings: Results indicated student dissatisfaction with large class environments, citing difficulties in active learning and teacher-student interaction. The study found that implementing a "think-pair-share" strategy, introducing peer feedback mechanisms, and utilizing team assignments improved student engagement and learning outcomes.
Implications: The research highlights the effectiveness of learner-centered strategies in large classes, favouring the adoption of interactive and collaborative teaching methods to foster a more engaging and productive educational environment.
Description
Keywords (free text)
class management , large classes , student experience , learner-centred approaches , exploratory action research