scholarly journals Effectiveness of Teaching and Learning Materials in Large Class Size to Enhance Students’ Academic Performance in Arumeru District, Tanzania

2021 ◽  
Vol 10 (10) ◽  
Author(s):  
Godfrey Msofe ◽  
Gadi Koda ◽  
Paschal Wambiya
Keyword(s):  
Academic Performance ◽  
Large Class ◽  
Class Size ◽  
Teaching And Learning ◽  
Learning Materials ◽  
Large Class Size

Hybrid Teaching and Learning of Computer Programming Language

2010 ◽  
pp. 487-502
Author(s):  
Fu Lee Wang ◽  
Tak-Lam Wong
Keyword(s):  
Large Class ◽  
Class Size ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Computer Assisted ◽  
Large Class Size ◽  
Hybrid Teaching ◽  
Face To Face Instruction ◽  
Assisted Instruction ◽  
Programming Courses

Teaching and learning computer programming has created significant difficulties to both teacher and student. Large class size is one of the major barriers to effective instruction. A well-designed pedagogy can make the instruction most effective. Hybrid teaching and learning combines face-to-face instruction and computer-assisted instruction to maximize students’ learning. This chapter will share the authors’ experiences in City University of Hong Kong (CityU) as they teach computer programming courses with large class size by hybrid learning model. Evaluation has showed that hybrid teaching and learning provide great flexibilities to both teaching and learning of computer programming. The students’ academic results have been significantly improved in computer programming courses.

Hybrid Teaching and Learning of Computer Programming Language

2012 ◽  
pp. 1272-1287
Author(s):  
Fu Lee Wang ◽  
Tak-Lam Wong
Keyword(s):  
Large Class ◽  
Class Size ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Computer Assisted ◽  
Large Class Size ◽  
Hybrid Teaching ◽  
Face To Face Instruction ◽  
Assisted Instruction ◽  
Programming Courses

Teaching and learning computer programming has created significant difficulties to both teacher and student. Large class size is one of the major barriers to effective instruction. A well-designed pedagogy can make the instruction most effective. Hybrid teaching and learning combines face-to-face instruction and computer-assisted instruction to maximize students’ learning. This chapter will share the authors’ experiences in City University of Hong Kong (CityU) as they teach computer programming courses with large class size by hybrid learning model. Evaluation has showed that hybrid teaching and learning provide great flexibilities to both teaching and learning of computer programming. The students’ academic results have been significantly improved in computer programming courses.

scholarly journals Class Size And Academic Performance Of Students In Selected Nursing And Midwifery Training Colleges In The Central Region, Ghana

2019 ◽  
Vol 6 (9) ◽  
pp. 224-246
Author(s):  
Hinneh Kusi ◽  
Hilda Obeng Manful
Keyword(s):  
Academic Performance ◽  
Mixed Methods ◽  
Large Class ◽  
Central Region ◽  
Class Size ◽  
Structured Interview ◽  
Small Class ◽  
Large Class Size ◽  
Management Techniques ◽  
Qualitative Phase

Large class size is a big challenge in most public tertiary educational institutions in Ghana. This study investigated the impact of class size on the academic performance of students of selected Nursing and Midwifery Training Colleges in the Central Region of Ghana, and determined the extent to which large class size management techniques employed by tutors enhance academic performance of the students. The study employed the mixed methods research approach underpinned by the pragmatist paradigm. Specifically, the sequential explanatory mixed methods design was used for the study. For the quantitative phase of the study, stratified and simple random sampling techniques were employed to select 131 students, while census sampling frame was employed to involve all the 56 tutors. Also, 20 participants made up of 10 tutors (who were Heads of Departments) and 10 student leaders were purposively selected for the qualitative phase. Two related structured questionnaire (1 for the students and the other for the tutors) were used to gather data for the quantitative phase, while a semi-structured interview guide was employed for data collection at the qualitative phase. Descriptive statistics (mean, standard deviation) and inferential statistics (one-way between groups analysis of variance (ANOVA), and multiple regression) were used to analyze the data so as to answer the research questions at a significance level of p <0.05. The one-way between groups ANOVA was used to determine the effect of class size on academic performance and large classroom management techniques. The data gathered through the semi-structured interview was also used to support the quantitative results when necessary. The study revealed that class size had an effect on the academic performance of the students where students in small class size recorded higher performance than their peers in large class sizes. The study, therefore, concluded that classroom size significantly influence  academic performance of students at all levels. The relationship between classroom size and academic performance was found to be inversely related. Students in large classrooms performed poorly, while students in small classroom size performed better academically. To ensure a more meaningful academic performance among the students, small class sizes are needed to improve the interaction between tutors and students. Based on this finding, the study recommended that it is pertinent that the management of the colleges studied pay attention to the class sizes so as  to ensure good academic performance.

scholarly journals Perceived Influence of Large Class Size and Psychological Classroom Environment on Students’ Academic Performance in Senior High Schools in Kumasi Metropolis, Ghana

2021 ◽  
pp. 10-23
Author(s):  
Hansen Akoto-Baako ◽  
Bernard Kissi-Abrokwah
Keyword(s):  
Academic Performance ◽  
High Schools ◽  
Large Class ◽  
Classroom Environment ◽  
Class Size ◽  
Survey Design ◽  
Great Influence ◽  
Head Teachers ◽  
Large Class Size ◽  
Class Environment

This study investigated how large class size and the psychological class environment influenced students’ academic performance. Survey design was employed. Three hundred and twenty students were purposively selected from ten senior high schools in Kumasi Metropolis. Questionnaire was used to obtain data from the respondents with a reliability coefficient of 0.7. The study revealed that large class size influenced students’ academic performance and also limits their learning opportunities. It also came up that psychological class environment have a great influence on students’ academic performance. Furthermore, the study showed that students perform well in smaller class size and good psychological classroom environment. The study, therefore, recommends that small class size and good psychological class environment are better for good performance. Teachers and head teachers should make sure they conform to the required teacher to student ratio of 1:40 recommended by the Ghana Education Service. Teachers should create an enabling environment for students to participate in classroom activities. Government should, therefore, employ more teachers and build more classrooms to solve the problem of large class size in the senior high schools in Ghana.

Total quality management, assessment, and large class size

1995 ◽  
Vol 7 (3) ◽  
pp. 1-2
Author(s):  
Judy Griffith ◽  
John McLure ◽  
Jann Weitzel
Keyword(s):  
Quality Management ◽  
Total Quality Management ◽  
Large Class ◽  
Class Size ◽  
Total Quality ◽  
Large Class Size

scholarly journals Class Size, Funding and Academic Performance

2021 ◽  
pp. 66-78
Author(s):  
James D. Williams
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Student Performance ◽  
Class Size ◽  
The United States ◽  
Department Of Education ◽  
Improve Performance ◽  
Large Class Size ◽  
The Us

Available data indicate that academic performance among students in the United States has in many cases remained unchanged or has been declining over several decades despite concerted efforts at the state and federal levels in improve performance. With regard to public schools, the decline is commonly attributed to large class size and insufficient funding. Although numerous studies have examined funding and class size and their influence on student performance, many of these investigations did not consider the available longitudinal data. Consequently, they fail to provide a clear examination of both funding and class size effects. Close examination of these data from the US Department of Education, however, shows no significant funding or class-size effect. The present study involved data mining the vast store of education research produced at the US Department of Education to examine the role of class size and funding on public education.

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