Large Class Teaching Strategies and Its Effectiveness On Teaching and Learning of Secondary Schools of Fortportal District

ABSTRACT The study was carried out Lii Fortporta/ District using se/f-admin,~tered questionnaire, observation and interview guide on Large C/ass Teaching Strategies that Secondary School teachers use to facilltate effective teaching and learning. The rationale of this study was to investigate what teachers do in their dassrooms to promote effective teaching and /earnLiig. The study was guided by research questions and objectives rotating around teachers’ conception of effective teaching and learnL’ig, teaching strategies adopted by teachers and students’ perception of the strategies adopted by theLr teachers. The results of the study were analyzed and presented according to the themes in the ilterature. Findings revealed that despite the differences in conception, majority of the teachers and head teachers could ably conceptualize effective teaching and learning hence beLiig ably to conceptualize effective teaching and learning in large dasses. It was concluded that if the ,~sue of large classes Ls~ to be properly addressed and facilitate effective teaching and learning, there i~ need for all stakeholders to come out strongly and affect immediate, medium and long-term solutions. It was recommended that school admini~trators should ensure that all teachers are in position to describe effective teaching and learning as a way of conceptualizing effective teaching and learning in large classes. All stakeholders in schools with large classes should come out strongly and provide adequate Lristructional materials, provide more classrooms and motivate teachers. Admini~trators should ensure that teachers use student-centered learning methods like group work, regular assignments and ensure that they are marked Lii time andgiven back to students for revision.

TABLE OF CONTENTS

DECLARATION

APPROVAL I’

DEDICATION Iii

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS V

LIST OF TABLES ix

LIST OF FIGURES x

LIST OF ACRONYMS AND ABBREVIATIONS xi

ABSTRACT xii

CHAPTER ONE 1

INTRODUCTION 1

1.0 Introduction 1

1.1 Background to the study 1

1.2 Statement of the problem 3

1.3 Purpose of the study 3

1.4 Research objectives 3

1.5 Research questions 4

1.6 Scope of the study 4

1.7 Significance of the study 5

CHAPTERTWO 6

LITERATURE REVIEW 6

2.0 Introduction 6

2.1 Theoretical Review 6

V

2.2 Conceptual Framework .6

2.3 Literature Review 8

2.3.1 Teachers’ Conceptions of Effective Teaching and Learning 8

2.3.2 Teaching Strategies vis-a-vis Effective Teaching and Learning in Large Classes ..12

2.3.3 Learners’ Perception of Teaching and Learning Strategies Adopted by Teachers in

Large Classes 15

CHAPTER THREE 18

RESEARCH METHODOLOGY 18

3.0 Introduction 18

3.1 Research Design 18

3.2 Research population 18

3.3 Sampling procedure 19

3.4 Sample Size 19

3.5 Selection of Respondents 20

3.6 Instruments for data collection 20

3.6.1 Questionnaires 21

3.6.2 Interview Guide 21

3.6.3 Observation Guide 22

3.7 Reliability and validity of Instruments 22

3.7.1 Reliability of Instruments 22

3.7.2 Validity of Instrument 23

3.8 Ethical considerations 24

3.9 Data Analysis 24

CHAPTER FOUR 25

vi

DATA PRESENTATION, ANALYSIS AND INTERPRETATION 25

4.0 Introduction 25

4.1 Bio Data 25

4.1.1 Learners’ sex 25

4.1.2 Learners’ Age 26

4.1.3 Learners’ Ability 27

4.1.4 Teachers’ Age Bracket 27

4.1.5 Sex of Teacher Respondents 28

4.1.6 Teaching Experience 28

4.2 Research Question One: Teachers’ conceptions of effective teaching and learning in

large classes 29

4.2.1 Teachers’ Conceptions of Effective Teaching and Learning in Large Classes 29

4.3 Research Question Two: Teaching Strategies adopted by teachers in handling large

classes to promote effective teaching and learning 32

4.3.1 Teachers’ views on Adequacy of Instructional materials 32

4.3.2 How Schools Acquired Instructional materials 33

4.3.3 Teachers’ Opinions on Distribution of Classroom Space 34

4.3.4 Teachers’ Responses as to whether they consider students’ Activities 37

4.4 Research Question Three: Learners’ perception of the teaching strategies utilized by

their teachers in large classes 40

4.4.1 Students’ Opinions Regarding Classroom Space and Students Numbers 40

4.4.2 Students’ Views on Sharing Instructional materials 41

4.4.3 Students’ feelings when Learning Math/English 42

4.4.4 Students’ views on whether Teachers Give them Chance to Ask Questions 44

4.4.5 Marking and Returning Class Assignments 45

VII

4.4.6 Students’ Opinions on the Best Learning Strategy 47

CHAPTER FIVE 49

DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 49

5.0 Introduction 49

5.1 Discussion of findings 49

5.1.1 Research Question One: Teachers’ conceptions of effective teaching and learning

in large classes 49

5.1.2 Research Questions Two: Teaching Strategies adopted by teachers in handling

large classes to promote effective teaching and learning 51

5.1.3 Research Question Three: Learners’ perception of the teaching strategies utilized

by their teachers in large classes 54

5.2 Conclusions of the study 56

5.3 Recommendations 57

5.4 Areas for future research 57

REFERENCES 58

APPENDIX I:QUESTIONNAIRE FOR TEACHERS 60

APPENDIX II:STUDENTS’ QUESTIONAIRE 66

APPENDIX III:HEAD TEACHERS’ INTERVIEW GUIDE 71

APPENDIX IV:TEACHERS’ INTERVIEW GUIDE 72

APPENDIX V:OBSERVATION GUIDE 73