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Recibido: 11-04-2020 / Revisado: 10-05-2020 / Acept=
ado:
16-06-2020 / Publicado: 03-07-2020
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DOI: https://doi.org/10.33262/e=
xploradordigital.v4i3.1347
The analysis of the importance of class size on
effective teaching of english as foreign language
Análisis de la
importancia del número de estudiantes en la enseñanza del idioma inglés como
lengua extranjera
Edwin Patricio Chacha Soldado.[1], =
Edison
Hernán Salazar Calderón.[2=
],
Alfonso Fabián Martínez Chávez.[3] <=
/span>& Gloria Isabel Escudero Orozco.[4]
Abstract.
=
Improving
the quality of teaching has been the main objective to raise the quality of=
the
school, unfortunately, most of the learning is not acquired as teachers exp=
ect.
The objective of this research was to analyze the effects of class size on
effective teaching at 2nd
grade “A” of Bachillerato General Unificado in the Unidad Educativa San Vic=
ente
de Paúl. The type of stu=
dy
is qualitative at the exploratory level. The research was carried out with a
population of 40 students who were divided into 18 men, 22 women and a teac=
her.
The qualitative method used is ethnographic. A spreadsheet and a survey
questionnaire were applied in the academic period February-July 2016, which
were developed taking into account the research objectives and the informat=
ion
related to the problem. Class size carries some problems to achieve effecti=
ve
teaching, several of these were shown in this research. It was concluded th=
at
the teacher and the students think that the class size is an important
determinant in the educational process. Thus, they also agree that this
influences over time on individual instruction, student engagement, class
control, motivational strategies and student attention, blocking the way to
obtain effective teaching and learning. Furthermore, this research can help=
to
understand the importance of the problem already mentioned in the education=
al
fields.
Keywords:
Class size,=
Effective
teaching, English Learning.
Resumen.
Mejorar la calidad de enseñanza ha sido el objetivo principal para elevar la calidad de la escuela, desafortunadamente, la mayor parte del aprendizaje no es adquirido como esperan los maestros. El objetiv= o de esta investigación fue, analizar los efectos del tamaño de la clase en una enseñanza efectiva en el 2do año “A” de Bachillerato general Unificado en la Unidad Educativa San Vicente de Paúl. El tipo de estudio es cualitativo de nivel exploratorio. La investigación fue realizada con una población de 40 estudiantes quienes estaban divididos en 18 hombres, 22 mujeres y un profes= or. El método cualitativo usado es etnográfico. Una hoja de cálculo y un cuestionario de encuesta fueron aplicados en el periodo académico febrero –julio del 2016 los cuales fueron desarrollados teniendo en cuenta los objetivos de investigación y la información relacionada al problema. El tam= año de la clase acarrea algunos problemas para alcanzar una enseñanza efectiva, varios de estos fueron mostrados en esta investigación. Se concluyó que el profesor y los estudiantes piensan que el tamaño de la clase es un determin= ante importante en el proceso educativo. Así, ellos concuerdan igualmente que es= to actúa en el tiempo para la instrucción individual, compromiso de los estudiantes, control de la clase, estrategias motivacionales y atención de = los estudiantes, bloqueando la forma de obtener una enseñanza y aprendizaje efectivo. Además, esta investigación puede ayudar a entender la importancia= del problema ya mencionado en los campos educativos.<= o:p>
Palabras claves: Tamaño,
Clase, Enseñanza efectiva, Aprendizaje, Inglés.
Introducción.
Class size is a real problem that the majority of teachers face,
researchers has studied this problem and some characteristics related. Peop=
le
who are inside the educational sector have different points of view; some of
them think that class size is a real factor to set academicals goals, others
think that class size is not a real point on students’ achievements.=
However, when class size is reduced, students gain mo=
re
than in larger class, which is demonstrated in some researches. If so, it m=
ight
be interpreted as less students in a classroom, more goals are achieved, not
just academically, it can help for life. If students have a wide range of
knowledge and a good way of acting, they are going to be citizens with crit=
ical
thinking. This project is going to help to understand whether there is a li=
nk
between class sizes and effective
teaching.
Teachers are conscious that it is a big problem, at t=
he
moment of teaching. Many students feel stressful, some of them have many do=
ubts
that cannot be clarified because of time and the class size. It also affect=
s in
the teacher and students’ interaction because students’ opinions cannot be
expressed, as a result, students become shy and passive learners, they are =
only
part of the class.
This research is important academically because it gi=
ves
a clear idea about class size problem and how it can be threatened to reach
students’ outcomes in a better way. Moreover, it will provide some techniqu=
es
and strategies, which will be useful to maintain a safe and successful
environment for helping teachers in the learning process.
Educators are in an ongoing process of searching new
strategies for solving some problems that the educational sector has. There=
are
some problems to teach English as a foreign language and one of them is “Cl=
ass
Size”. Is the class size an important element to learn in a good way?
Undoubtedly, it has been a really interesting question for all people who a=
re
related with the educational process. For that reason, since many years ago, some researchers around the world put their
approach on overcrowded classroom management.
In Ecuador, this problem is found in most of the p=
ublic
institutions. However, the lack of interest by the government, authorities =
and
teachers have got overcrowded classrooms that make classroom management a b=
ig
challenge.
The Unidad Educativa “San Vicente de Paul” in Riob=
amba
city is not the exception. Here, E=
nglish
has become as a requirement to achieve a good academic growth but class size
and students’ achievements are a real problem because there are 39 students=
per
class. Specifically, at
=
Methodology.
The present research was focused in the qualitative
method, this allowed getting descriptive results for contrasting with the
theory and gave the opportunity to engage students to respond in spontaneou=
sly.=
Field and Documentary
analysis was applied in the present research and because of the absence of
variables it is considered, no experimental.
This research had characteristics at an exploratory
level, because it allowed knowing some situations in every single class.
Therefore, it provided a direct observation and applied an interview that g=
ave
the opportunity of gathering qualitative data.
The research was conducted to the teacher and 40
students at 2nd grade “A” of Bachillerato General Unificado in t=
he
Unidad Educativa San Vicente de Paúl in Riobamba city, where the authorities showed deep
interest in this research problem and gave way to the development of this
project.
The present project was carried out from February =
to
July 2016. First, the problem was identified and the research problem was
presented. After that the tools and techniques were chosen according to the
aspects to be analyzed. The researchers played an important roll being part=
of
it. When the authorization was got in the institution where the problem was
identified. Immediately, the interview and the observation guide were appli=
ed
to the students and teacher in a general way. Moreover, the information was
collected from tasks in classes, group work, participation and assignments.
This process lasted three weeks. After gathering data, it was analyzed
according to the objectives already set up and it was interpreted separately
according with the theoretical foundation. It was necessary taking notes and
record the teacher interview. Finally, conclusions and recommendations were
presented.
=
Results.
This research was carried out at Unidad Educativa =
“San
Vicente de Paúl” during the academic term February- July 2016. The objective
was to analyze by observation the importance of class size on effective
teaching of English as a foreign language with students at Segundo de
Bachillerato A.
Observation guide was applied to whole students to
gather real and useful information about the class size problem. And interv=
iew
was used for the teacher. Therefore, the results were taken to establish
conclusions and recommendations.
Observation guide and the interview were applied s=
ince
March until June 2016. These instruments allowed analyzing how important cl=
ass
size is on effective teaching of English as a foreign language.
By means of the analisis=
of
the interview to
the teacher of Bachillerato General Unificado at Unidad Educativa “San Vice=
nte
de Paúl” during the academic term February- July 2016, class size is a real
problem in educational process. That is why, teacher and student agreed that
students cannot acquire knowledge as teachers expect due to class size. It
interferes in every single class, resulting in discipline problems which can
become a challenge for controlling the class so create a safe environment is
not possible. Given that, the physical space is really small and the studen=
ts
are sat too close. As a result students are distracted most of the time,
especially in the back of the classroom where the students spend most of the
time speaking to each other and do not pay attention. Moreover, they mentio=
ned
that the class must be personalized to gather meaningful learning process in
second language use. But in a large class size it is not possible because l=
arge
class size limits the time to monitor and evaluate all students in the best
way. Also, for giving feedback according to students needs is a challenge. =
It
shunts, that some students’ doubts are not cleared as it should be. As a
result, students mentioned that they have to look for help to other teacher=
s or
in particular institutions.
Motivation plays an important role in teaching –
learning process, students who are motivated have a better performance but
class size affects the motivational strategies used by the teacher. As a re=
sult
participation in large class size is not appropriated because only some
students participate; others who are shy become passive learners. Teacher a=
nd
students in a large class size think that these problems can be avoided in
smaller classes.
|
Objectives |
Information |
Results |
Analysis |
Theory |
|
To identify the specific characteristics of class
size that can cause differences on students’ progress. |
Motivation Lack of willingness to learn English. Lack of interest to learn English. Shy students unable to ask questions. Concentration Class size influences in student`s concentration=
. Inability to get individual attention. Difficulty in hearing the teacher and vice-versa=
. Participation Every students participate in class Low participation of students in class. Difficulty of most students to read from the boa=
rd. |
The lack of interest to learn English was notice=
d in
some activities which were asked by the teacher. The students did not do =
any
effort to complete the tasks. Instead of doing the activities they spent their
time doing other things. Also, some students did not express their ideas,
doubts and feelings because shy learners became passive learners. The inability to get individual attention was a
challenge that the teacher faced. The students could not concentrate and =
paid
attention to the class topic. Because of the amount of the students the c=
lass
got noisy and the given instructions were not understood clearly. The
difficulty to listen made mistakes in the students works. Definitely class size is an important determinan=
t on
students’ concentration. That is why; students sometimes get distracted i=
nto
the class. All of the students were asked for giving opinio=
ns
in groups work but only some students participated actively in class.
Moreover, the students who were in the back part had problems for reading
what teacher had written in the board. So taking notes about the class becomes hard. |
The teacher needs to consider other strategies f=
or motivating
to students and encourage them all of the time. Moreover, motivation is
important to keep students’ attention and enthusiasm in the educational
process. It is an important part of safe environment beca=
use
if the class becomes noisy the students cannot concentrate the difficulty=
of
listening to the teacher instructions is a fundamental part for doing task
according what teachers ask. Participate actively shows students interest. Bu=
t in
this class the students cannot participate frequently and the teacher nee=
ds
to focus his attention in those students who are not participating. In addition, all actions that the students do:
listening, reading, writing and speaking are affected by class size which
does not permit to reach the objectives already set. |
Yusuf, T.A., Onifade, C. A., and Bello, O. S. (2=
016)
said that: class size has a significant effect on the motivation of stude=
nts
to attend classes as well to their studies. The study again reveals that
class size may significantly encourage or discourage students from attend=
ing
or being present in classes. Large classes are often too boring, noisy and rowdy which may constitute
discouragement. On the other hand, small class size is less congested and=
may
encourage staying in the class room. According Yusuf, T.A.; Onifade, C. A.; and Bello=
, O.
S. (2016) It is not unexpected that attention or concentration is impaire=
d in
the large classroom where noise is inevitably a usual occurrence. The student’ attention is the most size, followe=
d by
punctuality. This implies that students’ attention in class in being dive=
rted
when class size is large due to various distractions. Daniel Yelkpieri, Matthew Namale, Kweku Esia-Don=
koh,
Eric Ofosu-Dwamena.(2012) concluded that encourage student participation =
by
calling on any of the group members at any given time to answer a questio=
n or
do the presentation. If students know that they could be called upon at any given time to
present the group work, they will participate fully in the work. |
|
To contrast any variations in the progress and
achievement levels of the two extremes of large and small
classes. |
Teaching quality Class size affects the quality of teaching. Inability to organize quizzes and class tests
regularly. More theoretical work than practical work. Monitor and Feedback Class size allows clarifying whole students’ dou=
bts.
Inability to monitor the lesson effectively. Individual differences not taken care of Class control Discipline problems are hard for controlling in =
large classes. Low contribution from students due to lack of
communication. The Class is very noise. |
The teacher tried to organize quizzes to students
but class size limited the time for doing it. When the teacher used his
creativity for learning English in a better way using some resources or other place t=
he
teacher are restricted by some institutional norms. Therefore, teacher preferred theoretical work th=
an
practical. The teacher experience can help to manage a large class size a=
nd
use resources for contrasting some problems carried out by class size whi=
ch
affects in the use of strategies. The students felt that the teacher has the will =
for
teaching in the best way. However, the majority of students’ doubts were =
not
clarified because it was not possible to monitor and giving feedback. The
amounts of the students are too many. So, got and individual instruction
became hard. Also the teacher did not do more than two activities per cla=
ss. Large class size was a synonym of discipline
problems. In fact, when the teacher tried to create a safe environment only =
the
students who were closer kept a good behavior, the rest continued annoyin=
g in
class. For example, if the teacher put order in front of the class the
students who were in the back part made noisy. So, the class got noisy the
most of the time and the teacher instructions were not listened. |
In addition, all actions that the students do:
listening, reading, writing and speaking are affected by class size which does not permit to
reach the objectives already set. The students are not monitored according their
needs. Also feedback is not given so if the students doubts =
are not
cleared the teacher need to give individual instruction. Creating a safe environment is a challenge in a large class size but the teacher =
needs
to do his best effort for maintaining a safe environment. |
Daniel Yelkpieri, Matthew Namale, Kweku Esia-Don=
koh,
Eric Ofosu-Dwamena.(2012) This does not promote quality teaching and lear=
ning
in any learning situation irrespective of the level of education. It was
pointed out by lecturers that large class size makes it difficult to orga=
nize
quizzes and class tests regularly. Achilles, Ch. M. (201=
2) Small classes provide short- and long-term benef=
its
for students, teachers, and society at large. Schanzenbach, D.W. (2014). Smaller classes are particularly effective at
raising achievement levels. Jepsen, C. (2015) Smaller classes are
generally associated with higher student achievement Daniel Yelkpieri, Matthew Namale, Kweku Esia-Don=
koh,
Eric Ofosu-Dwamena.(2012) In relation to this, lecturers also mentioned t=
he
difficulty they encountered in marking large class assignments and provid=
ing
feedbacks in time. This implies that individual attention is not given to
students who may need it. Brabo, H. C. (2014) The ability to provide
direct, specific feedback to all students is a challenge when teachers are responsible for more than 40 students per class.=
Pearson, A. (2017) Large class size lends itself=
to
discipline problems because teachers are not able to establish the
consistency needed to promote good classroom management. As teachers stru=
ggle
to handle individual student needs, it becomes very difficult to control a
large class. Discipline beco=
mes
ineffective, more sporadic and inconsistent. |
|
To describe teacher and student teachinglearn=
ing experiences in overcrowded class. |
Students engagement Students do their best effort for learning English language. Low contribution from students due to lack of communication. Inadequate time for questioning. Assessment Use of different activities or papers for assessing students. Difficulty in giving more than two assignments. Difficulty in marking students’ tasks. |
It was noticed low co=
ntribution
from the students due to t=
he
lack of communication Students
were not completely engaged in
learning English language; they made s=
ome
activities just for getting a sc=
ore.
Also, they needed to be taught t=
hose
things which were important for all
students to know. In addition, time for
questioning and answering were part of
students’ engagement but the
teacher and students’ interaction=
did
not occur. The teacher assessed =
only
a part of the students who particip=
ated
more. And he had difficulty for gi=
ving
more than two assignments per class
because in an overcrowded class mar=
king
the students was limited by the ti=
me.
The teacher felt stressful to mar=
k a
lot of works. Good assessment is
essential in every single class; it coul=
d be
done in different ways in whi=
ch
the students were part of this
process. |
For engaging students=
into English language=
the teacher needs to be careful that some new=
strategies or the use=
of didactic material can
help to engage the student=
s. For assessing in a go=
od way the teacher must =
be conscious that the assessment is not onl=
y for some students it =
is
for the whole class. So,<= o:p> instead of marking or=
evaluating students teacher can assess students in every activities. |
O’Neill, S (2009) sta=
ted
that: Effective teachers use
techniques that have each student
working on tasks that engage and
challenge them to achieve their
personal best. They understand that
students learn best when they are pr=
esented
with new material in a way
that enables them to connect it to
what they already understand and
know how to do. Daniel Yelkpieri, Mat=
thew
Namale, Kweku Esia-Donkoh, Er=
ic
Ofosu- Dwamena.(2012) conclu=
ded
that lecturers were not ab=
le
to assess their teaching
effectively, because to ensure effective teaching throughout a course
period, lecturers must
necessarily assess all the topics treated in the semester to establish the success
level of the instruction. widely
accepted that students’ learning
patterns, educational focus, and
allocation of time will be directly
influenced by assessment. Salaudeen, W. A. (2011): Lar=
ge
classes present more challenges for classroom management, pupil control, and marking, planning, and
assessment. |
Conclusiones:
· =
While some studies carried out indicate that class size is not a
determinant in the academic development of students, this research concludes
that with this specific population, class size is a latent problem that the
teacher must face.
· =
The research shows that class time is a limitation to clarify doubts=
for
students, which logically affects teacher-student interaction and consequen=
tly
their academic development.
· =
And despite the use of strategies to control discipline in the
classroom, this is a great challenge that the teacher has to deal with.
· =
In general, the negative factors attributed to a large class, affect=
the
ability of the teacher to provide productive and quality instruction in the
English class in the population studied.
Referencias
bibliográficas.
Achilles, Ch. M. (2012) Class-Size Pol=
icy:
The STAR Experiment and Related Class-Size Studies. NCPEA Publications.
http://files.eric.ed.gov/fulltext/ED540485.pdf
Brabo, H. C. (2014)"Class Size Matters: Impact of Class Size=
on
Differentiating Instruction in High School Physical Education"(201=
4). Master’s
Theses and Capstone Projects. Paper.http://scholar.dominican.edu/cgi/vi=
ewcontent.cgi?article=3D1027&context=3Dmasters-theses
Daniel Yelkpieri, Matthew Namale, Kweku
Esia-Donkoh, Eric Ofosu-Dwamena.(2012) Effects of Large Class Size on
Effective Teaching and Learning at the Winneba Campus of the UEW
(University of Education, Winneba), Ghana University of Education, Winn=
eba,
Ghana. http://files.eric.ed.gov/fulltext/ED532900.pdf
Jepsen, C. (2015).Class size: does it
matter for student achievements? IZA World of Labor 2015: 190 University
College Dublin, Ireland and IZA, Germany).
http://wol.iza.org/articles/class-size-does-it-matter-for-student-achieveme=
nt.pdf
Mathis, W. J. (2016) The effectiveness=
of
class size reduction. University of Colorado Boulder. National Education
Policy center. June 2016.
http://nepc.colorado.edu/files/publications/Mathis%20RBOPM9Class%20Size.pdf=
O’Neill, S. (2009) Effective Teaching. Department of Education and
Training. The government of Western Australia. https://www.education.wa=
.edu.au/documents/2548175/2664299/Effective+Teaching.pdf/60edae76-9a7d-4e84=
-9e49-180ceb3f0a2b
Pearson, A.( 2017 ) Problems With Large
Class Sizes in Elementary Schools http://oureverydaylife.com/problems-l=
arge-class-sizes-elementary-schools7594.html
Schanzenbach, D.W. (2014). Does Class =
Size
Matter? Boulder, CO: National Education Policy Center.
http://nepc.colorado.edu/publication/does-classsize-matter.
Salaudeen, W. A. (2011): "Effects of Class-Size on the Teach=
ing
and Learning of English Language" A Research Work Submitted to the
Department of English Language, School of Languages, Kwara State Col=
lege
of Education, Ilorin, Nigeria. http://es.slideshare.net/woliofgod/ef=
fect-of-classsize-on-the-teachingof-english-language
Yusuf, T., Onifade, C., & Bello, O.
(2016). Impact of Class Size on Learning, Behavioral and General Attitud=
es
of Students in Secondary Schools in Abeokuta, Ogun State Nigeria. Journ=
al
of Research Initiatives 2(12) https://digitalcommons.uncfsu.edu/jri/vol=
2/iss1/12
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PARA
CITAR EL ARTÍCULO INDEXADO.
Chacha Soldado=
, E.
P., Salazar Calderón, E. H., Martínez Chávez, A. F., & Escudero Orozco,=
G.
I. (2020). The analysis o=
f the
importance of class size on effective teaching of english as foreign langua=
ge. Explorador
Digital, 4(3), 226-240. https://doi.o=
rg/10.33262/exploradordigital.v4i3.1347
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