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Teaching in Overcrowded Classes: A Quantitative Study of Class Size Effect on Students’ Learning Achievements
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2013 (English)Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
Abstract [en]

This study is about Afghan teachers teaching strategies and ways for dealing with large sized classes and to see the connection between class size and students final exam result in two different grades. The total pupation of students is 739. Out of this 565 participants of the study are in overcrowded classes. The rest of them were from small sized classes. The data is analyzed by comparing the tests of two different sized classes, it means students’ achievement in large and small classes were compared. The research is also on finding about various teaching methods used by teachers in overcrowded classes and to see the effect of class size on learners achievement. The result of the study shows that teaching in an overcrowded classes is a challenging problem for teachers. The most serious issue in large sized classes is physical space limitation, teaching materials, text books and few furniture. They spend much of the time in arrangement of their classes, becauseof this teachers have less time for giving the actual lesson. It is difficult to motivate learners in large sized classes.

The data indicates that the performance of the students in large sized classes is very low compared to the smaller classes. The study need more investigation about using effective strategies for dealing with work in large classes.

Place, publisher, year, edition, pages
2013.
National Category
Social Sciences Pedagogical Work Didactics
Identifiers
URN: urn:nbn:se:kau:diva-31338OAI: oai:DiVA.org:kau-31338DiVA: diva2:695170
Subject / course
Applied Pedagogy
Educational program
Master of Education and Didactics (60/120 credits)
Supervisors
Examiners
Available from: 2014-02-18 Created: 2014-02-10 Last updated: 2014-02-18Bibliographically approved

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