Teaching in Large Classes of West Hararghe Zone General Secondary Schools: Challenges and Prospects

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Addis Ababauniversity


The purpose of this study was to investigate the challenges and prospects of teaching in large classes of secondary schools of west Hararghe zone. Though many research conducted in large class and its challenge encountered, they all limited to some specific areas. Since the area for this study is different from the area studied before in different situation like environment, custom, economic and way of living, conducting this research was important and timely. To, con:!u~!thiS research, descriptive survey method was employed. The primary sources of data were 165teachers, 400 students of secondary school (9-10) and 10 principals, vice-principals and school supervisors. Purposive sampling, simple random sampling and stratified random sampling techniques were employed to select secondary schools, teachers and students respectively. QU!!Eionnaires were the main data gathering instruments while interview, observation and document analysis were employed to enrich the data gathered through questionnaires. Likewise, the collected data were analyzed quantitatively using percentage and mean values, and qualitatively by using descriptive narration. The finding of the study mirrors that, on average, the number of students accommodated in a section was 80 and above which is relatively very large. There was an implementation bott~eneck with respect to methods of teaching used in large classes. Most frequently teachers utilized lecture method of teaching in these classes. Disciplinary problems, lack of communication, lack of effective assessment and ....:-- feedback, class involvement and inability to identify students need and behaviors.'> by teachers were problems observed in large classes. Majority of the teachers teaching in the large classes were not acquainted with the know-how of teaching large classes. Besides, they didn't get initial and on-job trainings on how to teach large classes and the support provided to them by the principals and school supervisors were not sufficient. Qn top of these, educational facilities / material including textbooks were not sufficient enough to materialize effective teachinglearning proc~ss in large classes. Finally, necessary recommendations regarding teachers load and training, leaching method (promoting active learning) deeper understanding of callses and /" types of conflict with careful planning and implementing it for classroom management, teaching methods that increase students involvement, text books and the neces ary materials, and professional support given by principals and supervisors were given for improving the challenges of teaching in large classes of secondary school



Zone General Secondary Schools: Challenges