An investigation into problems associated with teaching and learning in large classes at the University of Namibia

Abstract

Abstract provided by author:

The research sought to investigate the problems that are experienced by lecturers and students teaching and learning in large classes at the University of Namibia. The main reason for conducting this study was to get the experiences of the lecturers and students involved in teaching and learning in large classes known in order to facilitate further research on how to improve teaching and learning in the large classes

The study involved conducting interviews with eleven lecturers teaching classes with more than 100 students and handing out of questionnaires to 660 students who attended those classes. The researcher also made observations in order to verify the validity of the results that were obtained. The sampling technique used for the case of the lecturers was intensity sampling whereby only lecturers who taught the large classes were involved. As for the students, the sampling technique used was systematic stratified cluster sampling. The data from the students' questionnaires and observation forms were analyzed using frequencies, while the lecturers' interview forms were analyzed using reflective analysis

The study found that many lecturers of large classes found it difficult to effectively involve all the students in the learning process. Most of the students were passive, with only a few students sitting in the front rows chosen by the lecturer to contribute in class discussions. High incidences of indiscipline were reported among students in large classes. These included a high rate of student absenteeism and noise. The noises lowered the other students' ability to concentrate. Students sitting at the back of the lecture hall could neither hear clearly what was being taught nor see the writings on the board and overhead projector

It was also found that lecturers of large classes preferred to set multiple choice questions in tests. These were preferred by the majority of the lecturers because of the fear of a heavy marking load due to the large classes. Most of the lecturers expressed the view that they felt overworked in handling large classes because they had neither teaching assistants nor tutorial sessions. Therefore, they worked past the normal working hours and over the weekends in order to create time for students to consult, and do the marking of students' assignments and tests. As a result of limited time, other activities such as conducting research suffered

In addition, it was found that there was a general lack of basic facilities in the lecture halls like air conditioners, enough sitting space for all the students and overhead projectors for the lecturers' use. Library books were not enough to meet the needs of the students and many students relied on the lecture notes

In conclusion, it was found that the quality of education offered in large classes was low, and therefore, most of the students who received education under such environments were not prepared to apply their knowledge when facing life challenges after graduation. As for the lecturers, the challenge of meeting the demands of large classes without the help of teaching assistants was making them feel overworked, hence less productive and unable to conduct research

One of the main recommendations by the lecturers of large classes was that, classes be reduced to manageable sizes, preferably, classes of less than eighty students so that more students could be involved in the learning process. These and other findings and recommendations are discussed in this thesis