Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

A Research Proposal Developed at the A A Dialogue

CICE! "iroshima Universit#! $apan %arch &''(

%ar# )oretti *a+a,ugo B#amugisha Al,ert $ohn S- %aani

Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

Contents
1. 2. 2.1 2.2 3. 4. 5. 5.1 Introduction Conceptual Clarification Large Class Effective Teaching and Learning Ob ectives of the !tud" !ignificance of the !tud" %ethodolog" &esearch 'esign 3 4 4 5 # $ $ $ ) ) + + +

5.2 !a(ple !election 5.3 5.4 #. $. ). +. +.1 +.2 'ata Collection 'ata *nal"sis !ustainabilit" &esearch ,lan &eferences *ppendices &esearch Tea( -udget

Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

1. Introduction Uganda as a partner of the Education for All (EFA) coalition launched Universal Primary Education (UPE) in 1997 Although four children per family had originally !een targeted" doors #ere later opened to all school age going children in the country $his resulted into the increase of primary school enrolment figures from 2 7 million pupils in 199% to & ' million in 1997" and to 7 1 million in 2((& ()oE*+" 2((',-2" )a.u!uya" 2((&,') Even though this #as follo#ed !y a drastic increase in the num!er of teachers and classrooms" the current official average pupil/to/teacher ratio is &1,1 $he reality" ho#ever" is that in many classrooms in various schools across the country" there are over 0( pupils in one classroom especially in lo#er classes (Primary 1ne to $hree" i e " 2ear %/0) 3t cannot !e refuted that the introduction of UPE led to an increase in the national literacy levels / the national average literacy level rose from %&4 in 199952((( to 7(4 in 2((25(' $he increased enrolment of pupils in schools as a result of UPE has also meant that Uganda is on the path of achieving the Universal Primary Education )illennium 6evelopment 7oal ()67) in as far as access is concerned $he current net enrollment ratio (8E9) is a!out 9(4 :o#ever" a lot still needs to !e done in as far as ;uality is concerned $his issue #as critically highlighted in the recent Education +ector 9evie# (2((&)" in #hich o!servations #ere made on large classes in lo#er primary" lo# completion rates" high repetition and dropout rates" lo# survival rates" poor teacher and headteacher attendance in school" large num!ers of under and overage enrollees and lo# learning achievement $he large class issue re;uires further investigation as it could as #ell !e one of the ma<or challenges affecting lo# learning achievements highlighted a!ove 3n classrooms #here individual pupils= learning needs have !een the central focus of teaching and learning" the learning gains have tended to !e high and there have !een very fe# cases of repetition and dropout (>a.er a* ?estrup 2((() @arge classes of over -( pupils tend to !e anonymous" i e children are in most cases attended to as a group" and not as individuals" and attention to individual pupils= needs is usually difficult 3n such a situation motivation to learn" and persistence at tas. or persistence in school" especially for the slo# learners is minimised $he contention of the proposed pro<ect is that Universities and )inistries of Education" #or.ing hand in hand #ith teachers in their classrooms" can innovate strategies of improving teaching and learning in large classes through action research +everal international research studies have sho#ed that although effective learning is more possi!le in smaller classes" large classes do not necessarily mean poor ;uality education (7i!!s et al, 1997A )aged 1997A Bohnson 1990A >a.er * ?estrup 2(((A )ac7regor" et al 2((() $he real o!stacle is creating a culture for organising large classes in such a manner that learning can !e successfully mediated ?e recogniCe the fact that class siCe is not the only determining factor of ho# teaching and learning ta.es place effectively $here are many other factors that come into play For eDample" instructional materials" teacher ;ualification" ;uality of the learner" school management" environment surrounding the school" school culture" to mention !ut a fe# 1ur intention is to study schools representing different variations '

Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

and characteristics to address the ;uestion of ho# different teachers in different conteDts mediate learning in a large class An action research model is preferred for this pro<ect !ecause it has proven itself !est suited for research in educational conteDts geared to#ard progressive ;ualitative change $he proposed research" #hich is a <oint pro<ect !et#een )a.erere University" Eyam!ogo University and )inistry of Education and +ports" #ill !e organised in such a #ay that it is a practical eDposure" as opposed to the a!stract5theoretical approach that is generally applied in lecture theatres in the pre/service teacher/ training programmes $his practical approach nevertheless #ill have a solid theoretical underpinning" and the idea of teacher/as/researcher (i e teachers doing action research on their o#n practice) #ill !e a valua!le component of the pro<ect 2. Conceptual Clarification 2.1 Large Class $here appears to !e no single definition of #hat constitutes a large class )any scholars from different !ac.grounds have vie#ed it from different perspectives For eDample" senior academics attending a U8E+F1 9egional ?or.shop (nd) at )oi University" Eenya" had the follo#ing vie#s a!out a large class A large class is one #ith more students than availa!le facilities can supportG @arge classes have more than 1(( learners enrolled $here is no fiDed num!er $he large class depends on the disciplineA A smaller num!er for science/!ased su!<ects and larger num!ers for the arts" humanities and social sciences $here is nothing li.e a large class $he large class is only in the mind of the orthodoD teacherG 3n many conteDts" any class over -( pupils has generally !een considered to !e large For purposes of this study" large classes to !e studied #ill !e of 0( and a!ove pupils" ta.ing into consideration that many schools in Uganda are characterised !y class siCes close to this figure )ost research on large classes has mainly focused on measuring the impact of large classes on teaching and learning" or on student achievement (7lass * +mith 1979A :edges * +toc. 190'A 7i!!s" @ucas" * +pouse 1997" )aged 1997A Bin and FortaCCi" 1990) )a<or findings have !een to the effect that large classes constrain teaching and learning" and therefore" contri!ute to lo# student achievement Among others" large classes limit regular and in/depth discussions #ith students" timely and fre;uent feed!ac. to students and active pro!lem solving" all #hich are .ey to facilitating meaningful learning 1n the other hand" there has !een research #hich has revealed that it is also possi!le to have effective teaching and learning in a large class $he most important factor is the ;uality of the teacher For eDample a study !y >ain (1909) ;uoted in )aged (1997)" #hich #as conducted in United +tates revealed that some teachers of large -

Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

classes #ere as effective as their counterparts teaching smaller classes 3n the study" fifty effective U+ teachers and the materials they used #ere studied to determine #hat effective teachers did to promote learning in reading and mathematics 1f the &( teachers" -' had small classes or large classes #ith an aide (Any class #ith over -( pupils #as regarded large) +even teachers had large classes #ithout an aide Admittedly the ma<ority of effective teachers #ere effective in smaller classes >ut the study also sho#ed that effective teaching #as possi!le in large classes as #ell" as sho#ed !y the seven teachers #ho had no aide Effective teachers reflected the follo#ing traits, a) !) c) d) e) f) g) h) i) high eDpectations for student learningA provided clear and focused instructionA closely monitored student learning processA re/taught using alternative strategies #hen children did not learnA used incentives and re#ards to promote learningA #ere highly efficient in their classroom routineA set and enforced high standards for classroom !ehaviourA maintained eDcellent personal interaction #ith studentsA reflected enthusiasm in the form of acting" demonstration and role playing

+imilarly" a smaller study conducted in +outh Africa that involved ' teachers (A" > * F)" all teaching small and large classes at the same level of education in very closely similar conteDts sho#ed that the teacher=s pedagogy #as the critically determining factor in the ;uality of #hat (or if) pupils learnt ()aged 1997) $eacher A #as generally effective during class teaching irrespective of the siCe of the class +imilarly $eacher F #as less effective irrespective of the siCe of the class $he large class of $eacher A achieved significantly !etter academic results than the small class of $eacher F and the large class of $eacher A had significantly fe#er failures than the small class of $eacher F From the preceding preliminary literature" it is evident that sufficient research has !een done to !ring in focus the reasons #hy smaller classes may lead to improved students outcome than large classes >ut there is also evidence that effective teaching is possi!le in large classes $he re;uired research no# is to investigate possi!le forms of class organisation and teaching styles" #hich are suita!le for mediating learning in large classes in various conteDts $his is particularly necessary in Uganda" #here the pro!lem of large classes is li.ely to prevail for some time due to the massive resources that need to !e invested into the system to !ring the pupil/teacher ratio to -(,1 and !elo# @arge classes are also li.ely to continue to eDist given that Universal Post/Primary and Education $raining (UPPE$) is soon starting +tudies into the drop/ out issue in Uganda indicated that many children had dropped out of school !ecause they had no hope of continuing to the post/primary level (Annual Education A!stracts) 2.2 Effective Teaching and Learning $he proposed pro<ect vie#s teaching and learning that is situated #ithin a social constructivist frame#or. as !eing effective $his is !ecause" much educational research (such as >ur!ules 2(((" Fhi 199%" Fhi 199-" Fole and ?ertsch 2(('" 1ldfather" et al 1999" +elly 1999 and $er#el 1999) supports social constructivism as &

Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

a theory of .no#ledge that ena!les teachers to promote their students= meaningful learning 3t can no longer !e refuted in educational circles that pupils learn !est #hen they are actively involved in the tas. and in colla!oration #ith others (the teacher or other peers) $his social constructivist thin.ing derives mostly from the theories of Hygots.y (1970) ?e !egin off #ith a theoretical frame#or. here !ecause our theories a!out #hat constitutes .no#ledge" #hat it means to .no# and ho# #e come to .no# have a ma<or impact on the #ays #e teach and on the #ays pupils eDperience learning 3n the social constructivist vie# of .no#ledge" learning is constructed through interactions #ith others A social constructivist perspective focuses on learning as sense/ma.ing rather than on the ac;uisition of rote .no#ledge that is transmitted !y the teacher +ocial constructivist teachers help their pupils understand that they are co/ constructors of .no#ledge" that they can ma.e sense of things themselves" and that they have the po#er to see. .no#ledge and to attempt to understand the #orld $hat is to say" students develop a sense of their active role as producers I not only consumers I of .no#ledge $his does not mean that in a social constructivist classroom learning is haphaCard $he teacher provides students #ith information if they have misconceptions 1ften" ho#ever" the teacher does not simply JtellG the right ans#er immediately 3nstead" the teacher ta.es an active role in scaffolding students= understanding to ne# levels" challenging them to thin. through their ideas !y presenting them #ith provo.ing tas.s" puCCles and5or contradictory evidence" as.ing them to sho# evidence and consider alternatives >ut #ithin this process" the emphasis is on ho# pupils !uild their o#n understanding" #hich at times includes learning from their mista.es 3. Ob ectives of the !tud" +ince the introduction of Universal Primary Education in 1997" the 7overnment of Uganda through its )inistry of Education and +ports has committed itself to the improvement of the ;uality of !asic education through the provision of essential inputs such as trained teachers" classrooms" furniture and essential teDt!oo.s For eDample" !efore the introduction of UPE" there #ere 01"&%- teachers on government payroll $o/date" the num!er of teachers on payroll is 129"((( $he current num!er of classrooms stands at 02"1%&" as apposed to -&"((( classrooms !efore UPE A su!stantial proportion of )inistry of Education and +port=s annual !udget has !een spent to increase the supply of instructional materials to schools $hese include core teDt!oo.sA teacher guidesA supplementary readers and non/teDt !oo. materials As a result of these efforts" the pupil teDt!oo. ratios have improved from 0,1 in 2((( to ',1" and 1,1 in some schools in 2((& ?hat is needed no# is universities complementing the efforts of government" !y researching into the process of teaching and learning at the classroom level Kuality cannot only !e <udged !y the num!er of inputs into the system" !ut also" and most importantly" !y ho# the inputs are utilised in the classrooms of varying characteristics to enhance learning %

Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

+pecifically" the study intends to, 1 2 ' 3nvestigate" through literature revie#" issues relating to the teaching of large classes" #ith a specific focus on those providing practical teaching suggestions and eDamples of good practice 3dentify issues emerging in the teaching of large classes in Uganda" the strategies that teachers have developed over time to deal #ith the situation" and the institutional responses to the challenges 3mplement an action strategy in #hich teachers reflect on their practice" share #ith one another" and try out ne# strategies #ith a vie# to enhancing teaching and learning in their large classrooms 6isseminate identified good practice to the #ider circles through targeted #or.shops

4. !ignificance of the !tud" Using J the large classG as an entry point" the proposed research is hoped to contri!ute to improving teaching and learning in Ugandan schools through the identification of emerging issues" supporting the identification of effective strategies for enhancing learning and encouraging the dissemination and adoption of these strategies across the primary education sector 5. %ethodolog" 5.1 Research Design $he research #ill !e mainly ;ualitative" !ased on an action research design to innovate ne# #ays of mediating learning in the selected large classrooms $he action research approach is prefera!le !ecause of its participatory nature Action research has !een defined !y 9eason and >ad!ury (2((1, 1) as, La participatory" democratic process concerned #ith developing practical .no#ing in the pursuit of #orth#hile human purposes" grounded in a participatory #orldvie#L 3t see.s to !ring together action and reflection" theory and practice" in participation #ith others" in the pursuit of practical solutions to issues of pressing concern to people" and more generally the flourishing of individual persons and their communities $here is no dou!t large classes are a pressing need to teachers in primary schools in Uganda 1ur argument is that it is the teachers themselves #ho are #ell suited to find practical solutions to the pro!lem 1thers" such as university lecturers and )inistry of Education officials" can only #or. #ith them as partners" !ut not merely as eDperts #ho come to sho# or tell them the !est #ay of dealing #ith the pro!lem JAction research challenges the claims of a positivistic vie# of .no#ledge #hich holds that in order to !e credi!le" research must remain o!<ective and value/freeG (>rydon/)iller" et al 2((',11) 3n this research" #e shall em!race the concept of .no#ledge as a social construct" recognising the fact that most meaningful research is 7

Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

em!edded #ithin a system of values that promote some model of human interaction ?e contend that the overriding purpose of social research should !e the improvement of social practice 3ndeed it is the commitment of action research to !ring a!out change or improvement as part of the research $his is #hy !esides investigating #hat constraints teachers face in large classes" #e" in colla!oration #ith the teachers" shall investigate and try out possi!le forms of class organisation and teaching styles" #hich are suita!le for mediating learning in large classes 5.2 Sample Selection Using the Education )anagement 3nformation +ystem (E)3+) data" a cross/section of t#enty schools #ill !e surveyed from ?a.iso 6istrict for purposes of identifying four compara!le schools in #hich the action research #ill finally !e implemented $he district is selected !ecause it offers a variety of schools #ith different characteristics such as rural and ur!an" class siCe" high and poor performing schools" schools #ith teachers of varying ;ualifications" children of various economic" social and academic !ac.grounds" government and private schools" !oarding and day schools" to mention !ut a fe# ?hile #e #ish to underta.e an in/depth study" our intention is also to study schools representing different variations and characteristics as much as possi!le to address the ;uestion of ho# different teachers in different conteDts mediate learning in a large class :ence the said preliminary !aseline study in t#enty schools #hich #ill !e aimed at" among others" identifying schools of multiple characteristics ?e don=t intend to control any factor" !ut to ta.e each factor that comes into play as a learning opportunity to comprehend issues emerging in large classes $he research #ill !e focused on lo#er primary (Primary 1/') in the selected schools" particularly teachers of language and mathematics $hese su!<ects are preferred !ecause the main purpose of !asic education is the achievement of numeracy and literacy" the foundation of #hich should !e nurtured right from the lo#er classes $he significance attached to mathematics and language in Uganda=s education system can also !e inferred from the fact that the t#o su!<ects" unli.e others" appear daily on the time/ta!le $he argument for focusing on lo#er classes is that they are the foundation of primary schooling >esides" they are generally free from the Primary @eaving EDamination pressure )ost schools start preparing children for the P@E right from primary five" and engaging them in alternative #ays of teaching at this level or a!ove" might !e regarded as time #astage 5.3 Data Collection $he study #ill use a multi/method approach relating to the research o!<ectives $hese #ill include the follo#ing, 1 2 @iterature revie# to investigate issues relating to large classes in other conteDts5countries" to identify practical teaching suggestions and case studies of good practice 1pen/ended intervie#s" classroom o!servations and lesson analysis to identify issues emerging in the teaching of large classes in Uganda" the strategies that teachers have developed over time to deal #ith the situation" and the 0

Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

' -

institutional responses to the challenges involved in achieving good teaching and learning in large classes ?or.shops to identify issues emerging in the teaching of large classes in Uganda" as #ell as to disseminate good practice identified from the literature revie# and from the classroom o!servations and intervie#s @esson study and <ournal .eeping to facilitate the implementation of an action strategy in #hich teachers #ill reflect on their practice" share #ith one another" and try out ne# strategies #ith a vie# to enhancing their teaching and learning in large classrooms

5.4 Data nal!sis 6ata #ill !e analysed using the grounded theory (7laser and +trauss19%7) for purposes of generating theories and eDplanations a!out issues concerning large class teaching in Uganda Particularly" the constant comparative method of data analysis #ill !e used 3t involves a continual process of comparing pieces of data and identifying similarities and differences !et#een them for generating patterns or categories from the data Fomparison allo#s the researcher to esta!lish the range of categories grounded in the data and the variation #ithin them Fomparisons #ill !e made" among others" !et#een teachers regarding their eDisting teaching practices in large classes @i.e#ise" !aseline data #ill !e compared to after/ intervention practices in order to estimate the contri!ution of the research 1ur main unit of analysis #ill !e Jthe lessonG (many things come into play here, teacher" learners" materials" tas.s used" methods of teaching and assessment used" management of the learning processL) #. !ustainabilit" $he sustaina!ility of the #hole pro<ect #ill !e in the incorporation of action research and large class pedagogy into the pre/ and in/service teacher training curriculum" continued university/ministry/teacher net#or.ing" and the practical use of the action research findings $. &esearch ,lan $his #ill !e a one/and/half a year pro<ect underta.en in four phases PHASE I Pre!research activities "April!#a$ %&&'( 6iscussion of the proposal and the A/A 6ialogue in the )*E #or.ing group meeting +ource for funding Fonstitute a research team 3dentify partners from Bapanese5Asian universities #ith eDpertise in @esson study and5or Action 9esearch methodology 6esign research instruments 9

Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

3dentification of case study schools and see.ing consent from the schools +ta.eholders= #or.shop

PHASE II Literature )evie* and Situational Anal$sis "April + ,ec %&&'( @iterature revie# of issues relating to the teaching of large classes" #ith a specific focus on those providing practical teaching suggestions and eDamples of good practice +chool Profiling 6ocument eDisting practice i e 3dentify issues emerging in the teaching of large classes in the participating schools" the strategies that teachers have developed over time to deal #ith the situation" and the institutional responses to the challenges involved in achieving good teaching and learning in large classes PHASE III Action )esearch "-e. + Aug %&&/( 3mplement an action strategy in #hich teachers reflect on their practice" share #ith others and try out ne# strategies #ith a vie# to enhancing teaching and learning in their large classrooms 6raft 9eport PHASE I0 ,issemination "1ct!2ov %&&/ 6isseminate good practice to the #ider circles through focused #or.shops Final 9eport ). &eferences >a.er" > * ?estrup" : (2((() The English Language Teacher3s Hand.oo4 Ho* to teach large classes *ith fe* resources5 @ondon, Fontinuum >rydon/)iller" ) " 7reen#ood" 6 " * )aguire" P (2((') ?hy action researchM Action )esearch5 Hol 1" 8o 9" pp 9/20 @ondon, +age Pu!lications >ur!ules" 8 F (2((() Fonstructivism, )oving !eyond the impasse 3n Phillips" 6 F (Ed ) Constructivism in education5 University of Fhicago Press Fhi" ) $ : (199%) Fonstructing self/eDplanations and scaffolded eDplanations in tutoring Applied Cognitive Ps$cholog$, Hol 1(" +pecial 3ssue +''/+-9 Fhi" ) $ : " de @eeu#" 8 " Fhiu" ) I: and @a Hancher" F (199-) Eliciting self/ eDplanations improves understanding Cognitive Science, Hol 10 Fole" ) and ?ertsch" B H (2((') >eyond the individual/social antimony in discussions of Piaget and Hygots.y N1nlineO 125(%52((' Phttp,55### massey ac nC5Qaloc.5virtual5colevyg htmR

1(

Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

7i!!s" 7 " @ucas" @ * +pouse" B (1997) $he effects of class siCe and form of assessment on nursing students= performance" approaches to study and course perceptions" 2urse Education Toda$" 17 (-)" pp '11/'10 7lass" 7 H " and ) @ +mith 1979 )eta/analysis of research on the relationship of class siCe and achievements 3n 7lass" 7 H " Flass siCe and learning, 8e# interpretation of the research literature $oday=s Education (April/)ay), -2/-7laser" > 7 and +trauss" A @ (19%7) The discover$ of grounded theor$ Strategies for 6ualitative research5 @ondon, ?eidenfeld and 8icolson :edges" @ H " and ? +toc. 190' $he effects of class siCe, An eDamination of rival hypotheses American Educational )esearch 7ournal vol 2(" %'/0& Bin" @ and FortaCCi" ) (1990) 6imensions of dialogue, large classes in Fhina International 7ournal of Education )esearch" Hol %8, /98!/':5 Bohnson" 6 (1990) $eacher assessments and literacy profiles of primary school children in +outh Africa Assessment in education Principles, polic$ ; practice, Hol &" 3ssue ' )ac7regor B " Fooper B @ " +mith E A and 9o!inson P (2((() Strategies for energi<ing large classes -rom small groups to learning communities5 8o 01 +an Francisco, Bossey/>ass Pu!lishers )aged" + (1997) The pedagog$ of large classes Challenging the =large class e6uals gutter education> m$th5 ) Phil dissertation University of Fape $o#n" +outh Africa )a.u!uya" E (2((&) Target for Learning Achievements of Children in Primar$ Schools5 )u.ono" )oE*+ )oE*+ (2((&) Education +ector 9evie# )oE*+ (2((') ?overnment of Uganda #id!term )evie* "ESIP( -inal )eport Eampala 1ldfather" P " ?est" B " ?hite" B " and ?ilmarth" B (1999) Learning through children3s e$es Social constructivism and the desire to learn5 ?ashington 6F, American Psychological Association 9eason" P * >rad!ury" : (Eds ) (2((1) Hand.oo4 of action research Participative in6uir$ and practice5 @ondon, +age Pu!lications +elly" 8 (1999) The art of constructivist teaching in the primar$ school A guide for students and teachers5 @ondon, 6avid Fulton Pu!lishers $er#el" B (1999) Fonstructivism and its implications for curriculum theory and practice 7ournal of curriculum studies, Hol '1" 8o 2 U8E+F1 (nd) 9egional ?or.shop on Education" )oi University" Eenya

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Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda

Hygots.y" @ + (1970) #ind in Societ$ The development of higher ps$chological processes5 Fam!ridge, :arvard University Press +. *ppendices ".1 Research Team Title Foordinating $eam %e(bers )ary 7oretti 8a.a!ugo ()AE) >yamugisha Al!ert ()oE*+) Bohn + )aani (E2U) 1 Eyam!ogo University 1 )a.erere University 1 )inistry of Education and +ports 1 $utor 1 )athematics teacher 1 @anguage teacher

9esearchers

Bapanese eDperts in @esson +tudy and5or $o !e identified in consultation #ith F3FE Action 9esearch Advisory Fommittee Fommissioner Planning Fommissioner Pre/primary * Primary Fommissioner $eacher Education 6ean" +chool of Education" )AE 6ean" Faculty of Education" E2U 6irector" Education +tandards Agency Fhairperson" Principals Association of Uganda

SS 9 researchers * 7 Advisors ".2 #$dget

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