Larger Size Classes Research Articles

Teachers’ Perception and Practice of English Language Teaching Following CLT Approach in Times of Crisis

The aim of the present study was to investigate the role of teachers’ perception and their perceived practice of instructional strategies in the implementation of English language teaching following Communicative Language Teaching (CLT) approach online in two Chinese universities amid the Covid-19 pandemic crisis. The mixed methodology of quantitative and qualitative approaches in crisis management was employed in this study. The data was collected from forty college English teachers through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach, directly manifesting that the three intricate characteristics of online CLT approach: learner-centered approach; four English language skills linked together in teaching process; and authentic materials promoted. Additionally, online group discussion; pair work; and presentation to whole class they’ve experienced are prominently tied. Nevertheless, some online problems and obstacles were likewise illustrated in the crisis management, which probed to be difficultly operated in prolific English language teaching class online: large online class size; lack of students’ active participation; and little time to prepare teaching materials. Pedagogical Implications for the study are that teachers’ perception and practice within the characteristics of CLT approach amid the crisis have meaningful effects on online ELT development in higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.

A Review Study on Reasons for Large Class Sizes in Tertiary Institutions in Nigeria

This paper discussed the reasons for large class sizes in tertiary institutions in Nigeria. Secondary data was used in the paper. Data were collected from print and online publications. The paper presented poor implementation of academic brief, poor implementation of carrying capacity, corruption, inadequate infrastructural facilities, shortage of academic staff, project abadonment, inadequate tertiary institutions and political influence asreasons for large class sizes in tertiary institutions in Nigeria. Based on this findings, the paper recommended increment in budgetary allocation of tertiary institutions employment of adequate academic staff and provision of adequate infrastructural facilities.

Challenges in Enhancing Letter-Name Knowledge Acquisition for Public Pre-Primary Children in Shinyanga Region

Letter Name Knowledge is among the most vital emergent literacy skills that predict future reading and writing among pre-primary children, and teachers are central to learning. Much has been researched on the factors influencing letter name acquisition, including the child's characteristics in the home and school environment. Less research has been done on pre-primary teachers’ views on the factors they encounter in enhancing letter name skills in children. This study investigated pre-primary teachers' challenges in enhancing letter-name knowledge among pre-primary learners in the Shinyanga District Council, Shinyanga Region. The study identified challenges pre-primary teachers encounter in enhancing letter-name knowledge. The study also assessed the challenges pre-primary teachers face in enhancing the knowledge of letter names for pre-primary children with the guidance of the Whole-Child Approach. A qualitative approach and phenomenological design were utilised for the study.20 (to the point of saturation) pre-primary teachers were involved in the interview for data collection. The obtained data were analyzed thematically. The findings identified the following challenges: pre-primary children’s use of mother tongue, inadequate teaching and learning facilities and instructional materials, lack of teachers’ professionalism, large class size and instructional burden, children absenteeism and implementation of pre-primary curriculum. In conclusion, the identified challenges influence pre-primary teachers' effectiveness in enhancing letter name knowledge acquisition for public pre-primary children in the Shinyanga region. The study recommends that the Ministry of Science and Technology (MoEST) create a mother tongue policy for pre-primary children for quality, fair and holistic comprehensive curricula provision in rural areas.

Implementing Assessment as Learning in Online EFL Writing Classes

This article describes the implementation of assessment as learning (AaL) in an online English-as-a-foreign-language (EFL) writing course at a university in China. The authors observed that challenges from the university administration and students were found when integrating AaL into face-to-face writing classrooms, including failure to offer prompt feedback due to the packed course syllabus and large class sizes as well as students’ low engagement due to insufficient English ability, shyness, or prior learning experience. An online teaching innovation was therefore made to tackle these problems. Key steps of the online AaL-focused writing process included (1) establishment of writing goals with peers and teachers through forums on the learning management system (LMS) and live-broadcasting platforms, (2) instructional scaffolding of genre knowledge and writing strategies via videos and quizzes on the LMS before writing, (3) self-assessment, peer-assessment and teacher feedback via online document editors and online chat rooms during writing, and (4) self-reflection via online worksheets on the LMS after writing. Data including a post-course survey and student interviews showed that the online formative assessment practices facilitated the implementation of AaL strategies and improved students’ learning by offering timely focused feedback, creating personalized learning experiences, and encouraging learner engagement. Implications for applying AaL in a blended EFL writing classroom during the post-pandemic era are discussed.

Formative assessment in Timor-Leste: teachers’ perception and practice

Formative assessment is vital in many educational contexts because it helps improve students' learning outcomes. Like many other countries, Timor-Leste education promotes formative assessment alongside other educational assessments. Yet, the use of formative assessment in Timorese classroom is still a subject of inquiry. This study aimed to investigate Timorese teachers' perceptions and practices of formative assessment in the classrooms and examine their differences. The sample was drawn from 50 teachers working in 14 primary schools within Dili municipality. The data was gathered through a questionnaire survey. The questionnaire consisted of demographic information, teachers' perceptions, and their practices. The results showed that many Timorese teachers had positive perceptions of formative assessment. They knew the importance and the role of formative assessment for learning. However, the teachers' practices of formative assessment differed from their perceptions. Most teachers rarely apply formative assessment and its various strategies in their classrooms. This research suggests that relevant government bodies, such as the Ministry of Education, must consider the importance of educational qualifications and continuous professional development programs. Large class sizes and the lack of internal school support also become essential aspects that need attention from the government. The findings of this research provided insights that can be incorporated into the existing literature and serve as the basis for further research in the Timorese education context, particularly in primary education.

The Impact of Educators’ Characteristics and Class Size on Students’ Academic Performance

This study investigates how the characteristics of accounting educators and class size affect the academic performance of accounting students. Two measures, namely the class average and the percentage of successful students, are used as proxies for academic performance. The study uses various methods and proxies to measure the independent variables, including educators' characteristics and class size, which increases the reliability and strength of the findings. Regression analysis is applied to examine the relationship between the variables under investigation. The results regarding teaching experience confirm previous research, suggesting that high teaching experience enhances students' academic performance. Moreover, the study finds that larger class sizes have a positive effect on academic performance, possibly owing to increased opportunities for collaboration and peer-to-peer tutoring. The study also examines the effect of gender on class average and finds no significant association. Additionally, the course coordinator variable shows a positive and significant impact on students' average grade, indicating that certain course coordinators contribute to higher academic achievement through effective teaching and student engagement. This research has significant implications for education, accounting, and policy. Educators can improve their teaching approaches, and curriculum developers can align programs with student needs. Policymakers can create evidence-based policies, and institutions can develop targeted support systems for students.
 
 Received: 21 August 2023 / Accepted: 16 November 2023 / Published: 5 January 2024

Prospective Teachers’ Learning and Practicing Assessment in Teaching Practicum: Comparative Perspective in Pre-Service Teacher Education Programmes

This study examines the challenges associated with implementing learning-supportive assessment during teaching practicum, while also exploring the roles of University Tutors (UT), Cooperative Teachers (CT), Prospective Teachers (PT), and Heads of Practicum Schools (HPS) in selected universities in Pakistan and the United Kingdom (UK). Using the qualitative case study approach, data was collected through lesson observations of UT in pre-service teacher education settings and PT in practicum schools. Additionally, interviews were conducted with UT and HPS, and a Focus Group Discussion (FGD) was held with PT. The study concludes that, in comparison to their UK counterparts, PT in Pakistan encounter significant barriers to implementing learning-supportive assessment in practicum school settings. These barriers include large class sizes, a lack of institutionalised collaboration between universities and schools, inadequate lesson modelling, ineffective feedback practices, assignments that emphasise lower-order thinking skills, and limited opportunities to utilise technology in school settings. Based on the findings, the study recommends the implementation of a new assessment policy that expands examinations beyond mere knowledge recall to include competency assessment. This policy should incorporate adherence to Pakistani teacher standards and the use of reflective portfolios. Moreover, it is advised to provide training for UT and CT in enacting assessment techniques rather than solely providing theoretical knowledge. Additionally, the study proposes the development of problem-solving assignments or projects that require PT to engage in reflection, critical thinking, imagination, and multidimensional contributions. JEL Classification Code: I20

Instructional Strategies and Challenges Faced by Teachers in Promoting Inclusive Learning for Learners with Hearing Impairments at Oriang’ Inclusive Primary School, Homa-Bay County, Kenya

Instructional strategies are key to the academic success of any education system. Diverse classrooms require diverse teaching methods that are responsive to the needs and abilities of all the learners. This study purposed to investigate the instructional strategies of teaching and learning used for the learners with hearing impairments and challenges faced by the teachers in inclusive classrooms. The study was conducted at Oriang’ Inclusive Primary School in Homa-bay County, Kenya. Ecological Systems Theory by Bronfenbrenner model (1989) was used. The study targeted all the 17 teachers and 620 learners. Purposive sampling technique was used to draw a sample of 26 respondents comprising the Head Teacher, 13 inclusive classroom teachers and 12 learners. Data collection instruments comprised a semi-structured interview guide and focus group discussion guide. NVivo software was used for analysis that involved systematic coding and organisation of data to identify recurring themes. The findings established that teaching and learning resources must be available to enable diversified instructional methods in inclusive classrooms that include learners with hearing impairments. Challenges included teachers lacking training in inclusive education, large class sizes and limited lesson duration that is not enough to attend to all the learners. The study recommends that the government, through the Ministry of Education, should allocate more funds to inclusive primary schools for the purchase of adequate teaching and learning resources to support the effective inclusion of LHIs and the County Governments should allocate funds for the construction of additional classes in inclusive primary schools to help in decongesting the classes.

Incidence and Sources of Stress Among Secondary Schools Teachers in Ekiti State, Nigeria

The incidence of stress is a common knowledge among scholar in the field. Teachers are facing many stressful experiences particularly in Ekiti state such as irregular payment of salary, lack of basic facilities for teaching and lack of motivation which led to lower productivity problem. The thrust of the study therefore, investigated the incidence stress and causes in the midst of post-basic school instructors. The research design employed in this inquiry was descriptive-survey design. The entire teachers in post basic schools in Ekiti state were the target of this study. The representatives of this population comprised 378 teachers, randomly selected from one local government from the districts in the state. Structured questionnaire on incidence, sources of stress and coping strategies adapted from Ugwuja (2009) was the major instrument for the study. Descriptive statistics of percentage was used to answer the questions. It was discovered that: incidence of stress in post- basic -school in was high (86%); teachers’ sources of stress in Ekiti State ranged from irregular payments of salaries, students’ misbehaviour and large class size. Based on the findings it was concluded that irregularly payment of salaries, heavy work load, and lack of infrastructural facilities were causes of stress among teachers in Ekiti State. The implication is that if teachers were under stressful condition teaching productivity will not be significant. It is therefore recommended that school managers and administrators should device techniques of reducing the incidence of stress among secondary school teachers which was found to be high, Government and school administrators should employ more teachers in a bid to reduce teachers’ workload and Seminars and workshops should be organized for teachers on stress coping strategies.

Redesigning Laboratory Courses in Information Technology Program: An Inquiry Based Learning Approach

Laboratory courses in Information Technology programs are pivotal for hands-on learning and skill development. They prepare students for real-world applications, nurture critical thinking and teamwork, and offer practical problem-solving experiences. These courses bridge the gap between theory and practice, helping students become industry-ready and ethical technology professionals. However, challenges in the conduct of laboratory courses include limited access to resources like computers and software, maintaining up-to-date content in a rapidly evolving field, addressing diverse student backgrounds and abilities, preventing plagiarism and cheating, and managing large class sizes efficiently. These challenges can impact the quality of hands-on learning, require effective teaching strategies, and demand careful planning and adaptation to ensure a productive learning environment. Inquiry-based learning (IBL) is an educational approach that centers on active student engagement and exploration. It involves students posing questions, problems, or scenarios and then actively seeking answers or solutions through research, investigation, and critical thinking. Inquiry based learning, when implemented in lab courses promises to promote connection to the real-world problems, problem solving skills and application of engineering knowledge to solve complex problems. In this paper, a hybrid inquiry based approach is adapted for the conduct of three laboratory courses in B.Tech Information Technology Program. The implementation was experimented over different batches of around 390 students. The proposed approach resulted in significant improvement of the attainment of course outcomes. It also had profound impact on the transferable skills of the learners such as critical thinking, problem solving skills, attention to detail and management skills. The impact of the proposed approach is measured and the quantitative results demonstrate the effectiveness of the proposed instructional design. Keywords— Cloud Computing Lab;Computer Networks Lab; DBMS Lab;Design of Experiments; Inquiry based learning

EFL Teachers' Perspective of Teaching Large Online Classes: Issues and Challenges

This study aimed to explore Saudi tertiary English as a foreign language (EFL) teachers' perspective on teaching large online classes (LOCs) and investigate how they cope with the challenges associated with teaching. At the tertiary level, large class sizes have been the norm because of the restricted availability of teaching personnel and enormous student enrollments. A qualitative approach was used to collect data to achieve the aims of this study. Six EFL faculty members at Taif University English Language Centre were interviewed. The findings revealed that, notwithstanding the benefits of teaching LOCs, instructors encountered challenges due to a lack of student engagement, participation, motivation, technological issues, evaluating students and providing meaningful feedback, and classroom management. In addition, they suggested various ways to overcome these challenges.

Prevalence of Occupational Voice Disorder Among Teachers of Kathmandu District, Nepal.

The objective of this research was to identify the prevalence of voice disorders among teachers in the Kathmandu District of Nepal, with an emphasis on identifying possible risk factors that may be associated with these disorders. A cross-sectional study design was used, with both quantitative and qualitative data-gathering techniques using a mixed-methods approach. Data were collected from 95 non-teachers and 194 participating teachers from different schools in Kathmandu Valley. The analysis covered self-reported voice problem prevalence, job details, and demographic data. We examined the relationships between several variables and voice issues, including gender, class size, length of instruction, and tobacco usage. Findings: Compared with nonteachers (33.7%), teachers had a considerably greater prevalence of voice issues (69.1%). Greater class size and more than ten years of teaching experience were shown to be risk factors, while female instructors reported a greater prevalence of voice issues. Additionally, it was shown that instructors' voice issues are also linked to tobacco usage. The results of this study highlight how critical it is to provide voice therapy to educators employed in the Kathmandu District, particularly those in at-risk categories such as female instructors, more experienced educators, and educators with larger class sizes. The outcomes demonstrated important impacts on teacher well-being, job satisfaction, and academic achievement. More research and intervention strategies are needed to minimize the effects of voice problems and promote a positive teaching andlearning environment.

Shifts in the size and distribution of marine trophy fishing world records

Abstract The extensive nature of recreational angling makes it difficult to explore trends in global catches. However, trophy fishing world records may provide an insight into recreational fishing pressure on the largest species and size classes. Trophy fishing is promoted and recorded by the International Game Fish Association (IGFA), who manage an 80‐year database on the largest individuals of a species caught – called all‐tackle records (ATRs) – with information on the size and location of each record catch. We analyse these data to explore temporal trends in the size of record‐setting fishes, determine how past and present ATR catches are distributed globally, and examine trends in records for International Union for Conservation of Nature (IUCN) threatened species. The number of ATRs, and the number of species awarded an ATR, have increased significantly over the past 80 years. New records are for increasingly smaller maximum‐sized species of fish, with the average sized record shifting from 167.7 kg in the 1950s to 8.1 kg in the 2010s. ATRs for species listed as threatened (Vulnerable or higher) on the IUCN Red List have also declined by approximately 66% over the past two decades. Records were unevenly distributed around the world but have spread globally over time. Historically, ATRs were concentrated around the coastline of the USA but in recent decades more were reported in areas such as Japan and New Zealand. These data either reflect a shift away from mainly targeting large taxa to targeting a wider variety of smaller species, or that there are now limited larger specimens and so fewer ATRs are being set. Additionally, the scarcity of new records for threatened species appears to support IUCN assessments of their poor stock status. The spread of ATRs suggests a growing pressure on the largest size classes in regions with previously little trophy fishing pressure. We encourage the greater use of catch‐and‐release initiatives and mandatory data collection for all near records to better quantify trophy fishing pressure and ensure sustainable practices.

The Problems Faced by The Teachers in Teaching English As A Foreign Language in Uzbekistan

Objectives: This study investigates the challenges encountered by teachers in the pedagogical process of teaching English as a foreign language in Uzbekistan. The research aims to identify the most prevalent issues hindering effective English language instruction and to propose potential solutions. The data for this study was collected through surveys, interviews, and classroom observations conducted with a sample of English language educators across various educational institutions in Uzbekistan.
 
 Methods: The findings reveal a multitude of obstacles faced by teachers, including inadequate resources and materials, large class sizes, limited professional development opportunities, and the influence of traditional teaching methods. Additionally, sociocultural factors, such as the dominance of the native language and a lack of English language exposure outside the classroom, contribute to the difficulties faced in teaching English as a foreign language.
 
 Results: The study suggests that addressing these challenges requires a multifaceted approach, encompassing improvements in resource allocation, curriculum development, and teacher training. Furthermore, fostering a supportive environment for English language acquisition outside of the classroom through community engagement and extracurricular activities is essential.
 
 Conclusion: The implications of this research extend to educational policymakers, curriculum developers, and teacher training programs, providing insights into the specific areas that require attention to enhance the quality of English language education in Uzbekistan. By addressing these challenges, educators and stakeholders can work towards creating a more conducive and effective learning environment for English language learners in the country.

Enhancing a Quality Teaching and Learning Environment in Large Classes in South African Universities: a Theoretical Exposition

The perpetual increase in students’ enrolment in higher education institutions, worldwide, has recently emerged as a key concern for both students, educators, parents, policy makers and educational policy analysts alike. This phenomenon has been borne out of a global trend of massification of higher education as many countries begin to consider the importance of education and skills development in economic growth and social development. On the other hand, it has been triggered by the perceived pattern of commodification of higher education services in which student intake and teaching outputs are intricately linked to the financial sustainability of higher education institutions. In this paper, a critical examination of literature pertaining to Large Class Pedagogy and Learning Theories is undertaken with a view to determine how one could teach and ensure quality learning in large classes within a South African higher education context. Anchored within a critical qualitative frame of analysis, the assessment draws from existing literature on Large Class Pedagogy (LCP), learning theories, teaching approaches and learning styles to provide a conceptual lens in which the challenges associated with large class environments can be mitigated to offer an educational experience of acceptable quality. The paper provides a synthesis of pertinent issues that have arose in the critical examination of LCP and appropriate Learning Theories in a developing country context as that of South Africa. It appears that government funding to higher education institutions should be increased through adoption of large class size reduction policies, equitable allocation of resources to faculties and academic departments by universities, rigorous assessment of staff-student ratios and infrastructure when new academic programs are introduced, monitoring of adherence to approved yearly student enrolment targets in academic programme, adoption of collaborative learning methods by academic staff in which self-directed learning styles in students are encouraged and supported, optimal use of educational technologies through systematic integration of digitization in the learning and teaching environment, enhanced administrative psycho-social support to students and lecturers are some of the macro, mesa and micro level strategies required to enhance quality teaching and learning with increasing class sizes.

AN ANALYSIS OF IMPLEMENTATION CHALLENGES FOR ENGLISH FOR SPECIFIC PURPOSES (ESP) FORMATIVE ASSESSMENT VIA BLENDED LEARNING MODE AT CHINESE VOCATIONAL POLYTECHNICS

In the midst of the current digital learning era, traditional assessment has gradually shifted over prioritizing summative assessment towards equally emphasizing formative assessment within blended learning mode. However, there are still limited studies that investigate the implementation of formative assessment via blended learning mode in China particularly looking at the situation at Chinese vocational polytechnics. To explore actual formative assessment practices, a qualitative case study was conducted at two vocational polytechnics and experienced ESP teachers were selected as participants. Rich data were collected through rounds of semi-structured interviews and document analysis and emerging themes from the elicited and analysed data show five categories of challenges. The findings revealed that though most ESP teachers perceived formative assessment as an effective and fair way to monitor students’ learning process, there are still challenges that must be mitigated especially when implemented via online platforms. The challenges come in the form of difficulty in following ESP assessment principles, limited training and absence of guidelines, large class size, and students’ lack of motivation influence their assessment practices. This study justifies the need to develop explicit guidelines for best practices in ESP formative assessment for teachers’ reference.

Reconciling Teachers’ Views and Practices with Early Graders’ Ability to Engage in Scientific Inquiry

This study used a three-phase design to explore how teachers’ views and practices of scientific inquiry can be reconciled with early graders’ ability to engage in scientific inquiry. First, 19 early years teachers were interviewed to explore their views and practices of scientific inquiry. Second, six standard two students were exposed to a problem-solving situation so that their ability to engage in scientific inquiry could be assessed. Finally, six standard two teachers who involved in designing the problem and who also observed students solving the problem were interviewed to explore any changes in their views. The six teachers also participated during the first phase. The findings indicated that teachers had distrust in early graders’ ability to engage in scientific inquiry, which corresponded to their rare practice of it. They also perceived large class sizes and unsupportive curriculum as barriers to engaging children in scientific inquiry. Further, the findings indicated that, under specific conditions, early graders are able to engage in some inquiry activities such as framing questions, designing and conducting investigations. Furthermore, changes in teachers’ beliefs and understanding of scientific inquiry were noted. Creating supportive curriculum and classroom environments for nurturing children’s inquiry are highly recommended.

The effects of class attendance on academic performance: Evidence from synchronous courses during Covid-19 at a Chinese research university

Using 13,584 observations of 4772 undergraduate students enrolled in 523 online classes offered synchronously at a research university in China, and using online-learning platform data and administrative data, this paper examines the impacts of class attendance on academic performance. Based on student-level and course-level fixed effects models with a unique set of student-course level control variables, this paper finds class attendance to have a significantly positive impact on academic performance. This effect is larger for low-performing students and smaller for students in courses with larger class sizes. The above findings survive a number of robustness checks, including a bounding technique, restricting sample to compulsory courses and limiting variation in attendance caused by whole day absence.

In-action reflective teaching in Vietnam: A qualitative exploration of practices, influences and implications

Reflective teaching plays a crucial role in the field of education though its intricacies in particular cultural contexts like Vietnam are still little understood. This study aims to investigate reflective teaching practices in more detail within the context of Vietnamese education. This study used a qualitative methodology and semi-structured interviews with twelve Vietnamese teachers, each representing a different stage of their careers to shed light on the many forms of in-action reflective practices and their implementation, benefits, drawbacks and even cultural influences. The results of this in-depth investigation provided an overview of the wide range of in-action reflective practices that are actively used in the classroom. The enhancement of adaptive teaching methodologies and the bolstering of student engagement are prominent among the many advantages that were noted. Teaching in the Vietnamese context also presents unique challenges. Teachers often struggle with the demands of multitasking, the complexities of navigating uncertainties in real-time classroom scenarios and the predominant challenge of managing large class sizes. Moreover, it was surprising to learn how many Vietnamese cultural, social and educational factors influenced teacher understanding and use of in-action reflection. The understanding of reflective teaching practices is enhanced by the research findings which also have broad implications for areas such as instructional strategies, teacher preparation programmes, academic research perspectives and even the development of educational policies. The study strongly emphasizes the pressing need for more context-specific investigations into reflective teaching and underscores the indispensable role of reflection in fostering an environment conducive to effective teaching and learning.

Long-term oscillations in the normalized biomass-size spectrum reveal the impact of oligotrophication on zooplankton trophic structure in the North Atlantic Subtropical Gyre

Ocean warming of the North Atlantic Subtropical Gyre (NASG) induced oligotrophication and a decrease in integrated net primary production during the 2010s, potentially affecting higher trophic levels. We analyzed long-term records (1994–2019) of daytime and nighttime zooplankton biomass in five size classes from the NASG. Daytime biomass decreased in the three largest size classes during the 2010s, while decrease in nighttime biomass was less evident due to the relative stability in diel vertical migrator biomass. We used the normalized biomass size spectrum (NBSS) to estimate the relative transfer efficiency between trophic levels. The steepness of the NBSS slope at the end of the time series increased by 14% (daytime) and 24% (nighttime) from the maximum observed annual average values (2011 and 2009, respectively). This suggests oligotrophication during the 2010s led to a significant reduction in the transfer of biomass across trophic levels, with negative impacts on the NASG planktonic food web.