COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES
DEPARTMENT OF CIVICS AND ETHICAL EDUCATION
IMPACT OF LARGE CLASS SIZE ON THE IMPLEMENTATION OF
STUDENT–CENTERED LEARNING APPROACH IN CIVICS AND
ETHICAL EDUCATION CLASSROOM: THE CASE OF LEGABA HETOSA
SECONDARY SCHOOL GRADE 11 AND 12.
BY
Feyisa Tufa
Id. No.: GSK/9909/11
Article Review Submitted to the Department of Civics and Ethical Education
College of Education And Behavioral Studies. Addis Ababa University in Partial
Fulfillment of the Requirement for the Degree of Master of CEE
Advisor:Tesfaye Jima (PhD)
August, 2024
Addis Ababa, Ethio
TABLE OF CONTENTS
Contents Pages
1Abstract-------------------------------------------------------------------------- ---- i
2, List of Abbreviation ---------------------------------------------------------- --- iii
3Introduction------------------------------------------------------------------ --------- 1
4, Statement of the Problem---------------------------------------------------------------- 1
5, Objectives of the Study------------------------------------------------------------ 2
5.1, General objective----------------------------------------------------------------------- 2
5.2, Specific objectives---------------------------------------------------------------------- 2
6, Significance of the Study----------------------------------------------------------------- 3
7, REVIEW OF RELATED LITERATURE ---------------------------------------------- 3
7.1, Basic Concepts of Class Size---------------------------------------------------------------- 3
7.2, Overview of large class size versus student-centered approach---------------------- 4
7.3, Student Centered Learning practice in the Ethiopian Education Context ---------- 5
7.4, Theoretical Background of Student-Centered and Teacher-Centered
Learning Approach---------------------------------------------------------------------------- 5
7.4.1, Teacher-Centered Approach----------------------------------------------------------- 5
7.4.2, Student-Centered Approach---------------------------------------------------------- 6
7.5, Teacher-Centered Versus Learner–Centered Learning--------------------- 7
8, Summary--------------------------------------------------------------------------- 8
9, Conclusion------------------------------------------------------------------------ 10
10,Recommendation------------------------------------------------------------------
ABSTRACT
This study was designed to Assess the Impact of Large Class Size on the Implementation of
Student–Centered Learning Approach in Civics and Ethical Education Classroom: The Case of
Legaba Hetosa Secondary School Grades 11 and 12. The participants of the study were teachers
and students of the school. From the total 357 students in the school 71 (20%) of them were
randomly selected to answer the questionnaires, 6 teachers of grade 11 and 12 were selected to
answer the interview. The instruments of data collection used in this study were classroom
observation, interview and questionnaire. The researcher used descriptive method to analyze
qualitative and quantitative data gathered from the respondents using frequencies, percentage,
mean and percentage. The findings of the study showed that large class size has a negative
impact on the implementation of student centered learning in civics and ethical education grade
11 and 12 Legaba Hetosa Secondary school. The research findings indicated that there were
more enrolments of students and due to this there were lack of teachers and lack of classrooms
and due to the impact related with LCS, the motivation of the teachers and students to practice
SCL approach was low. The study showed that the extent the teachers gave feedback, help
students to create participatory discussion, prepare workshops, prepare participatory debate
outside school hours to reduce LCS impact was unsatisfactory. In addition, the study revealed
that the school administration did not give emphasis to employee new teachers and build more
class rooms to reduce the overcrowding of students and create conducive class room
environment to practice SCL. Also, apart from being LCS, the seating or desks in the class
rooms were found to be difficult to move as they are important for SCL approach practice. The
researcher recommended that teachers, students and the school administration need to recognize
the negative impact of LCS in implementing SCL. Thus, more teachers should be employed and
additional class rooms need to be built.
Key words: Impact, Implementation, LCS, SCL, CEE, Legaba Hetosa Secondary School
LIST OF ABBREVIATIONS
LCS-Large Class Size
SCL-Student Centered Learning
CEE-Civic and Ethical Education
FDRE-Federal Democratic Republic of Ethiopia
UNESCO-United Nations Educational,Social,and Cultural Organization
INTRODUCTION
The title of this study is Assessment of the Impact of Large Class Size on the Implementation of
Student–Centered Learning Approach in Civics and Ethical Education Classroom: The Case of
Legaba Hetosa Secondary School Grades 11 and 12.
Statement of the Problem
In teaching-learning process, interaction between a teacher and students and among students
themselves within the group is regarded as a crucial element. Student centered approach gives
students a better chance to practice the CEE through working different activities together. The
classroom interaction or active learning can be realized through the use of pair, role play and
group works.
The desired behavioral changes of students on CEE can be achieved by reducing the factors that
influence the practice of student centered approach. As mentioned above large class size is one
of the influential factors. Supporting this principle, “Scholarship consistently supports the idea
that students perceive an improved learning experience when class size decreases. For example,
students tend to assign higher ratings to instructors and courses when class size is smaller
(Bedard and Kuhn, 2008; Benton and Cashin, 2012)”. In addition, Finn (2000) claims that large
class size has a number of effects on students’ engagement. And also, in the large class size both
the teacher, in our case CEE teacher, and students face difficulties to apply active learning or
SCL in their classroom.
In Ethiopia, civic and ethical education is one of the main issues in the education system of
Ethiopia. In this regard, the government had introduced a curriculum policy for civic and ethical
education (MOE, 2007).
However, the implementation and content of the policy and curriculum have been contested
repeatedly (MOE, 2004; MOE, 2007). Supporting this issue, Challa Amdissa, (2020), in addition
to lack of competence, the current generation of graduates is also criticized for lacking
acceptable moral and ethical behaviors.
In addition, the behavioral changes of students were not as much as expected. Related to this,
Fentahun (2007) in Aschale (2009) has also pointed that altruism, integrity, cooperation spirit
seem to be declined in Ethiopian students. Mentioned in Fetene B. (Girma, 2006; Dawit 2006;
MOE, 2000), they disclosed that there has been poor implementation of the subject.
Objectives of the Study
General objective
The general objective of the study is to assess the impact of large class size on the
implementation of student centered approach in civic and ethical education at Legaba Hetosa
Secondary School.
Specific objectives
The specific objectives of the study are;
1. To examine whether large class size has an impact or not on teaching and learning of
CEE using SCL approach
2. To identify the problems that both CEE teachers and learners encounter in implementing
SCL in large class size
3. To explore the extent to which the learners participate in large class size compared with
small class size applying SCL approach
1.4. Research Questions
In order to successfully meet the objectives of the study the researcher will ask the following
basic research questions:
1. Does large class size has an impact or not on teaching and learning of CEE using SCL
approach?
2. What are the problems that both CEE teachers and learners encounter in implementing
SCL in large class size?
3.To what extent the learners participate in large class size compared with small class size
applying SCL approach?
Significance of the Study
This study would function to identify the difficulties associated with large class size in order to
determine what impacts large classes have on implementation of SCL approach in CEE. In
addition to this, the findings may give teachers some useful insights or implications to adopt
suitable teaching strategies and develop effective approaches and practices in order to cope with
problems of large class size in the process of implementing student-centered learning approach.
Moreover, the findings could help students to develop awareness about the challenges of large
class size and get ready to cope with the difficulties associated to large class size.
Furthermore, the findings would probably help the curriculum designers or/and stakeholders
either to choose and develop the future curriculum which is appropriate to teaching-learning
method in large class size or attempt to minimize the class size in schools of the country. Finally
it may initiate for further investigation for those who might be interested in similar issues.
REVIEW OF RELATED LITERATURE
Basic Concepts of Class Size
In general, a class composed of more than 50 students is usually considered as a large class
(www.researchgate.net). The Encyclopedia of Education defines, class size as the number of
students in a class for whom the teacher is responsible and accountable. While others define it as
the average number of students per teacher in other words “Teacher-learner (T: L) ratio” refers to
the number of pupils compared to the number of teachers in an education system. Some say, it is
the number of students in a particular classroom. Still other scholars define class size as the
average number of students per class, calculated by dividing the number of students enrolled by
the number of classes (Glass, 1992).Overcrowded or large classes are now common places in
most educational institutions, especially those in the developing world of which Ethiopia is not
an exception. There are many challenges that schools and university teachers face when teaching
large class size particularly in developing countries. According to Benbow, Mizrachi, Oliver,
and Said-Moshiro (2007) cited in (Daniel Yelkpieri, et al, 2011) the growth of large classes in
the developing world is as a result of global initiatives for universal education and rapid
population growth.
Despite the fact that the Ethiopian government trying to employee large number of teachers and
build at least one school in each ‘Kebele’ of the country (FDRE, 1994), the problem of large
class size is still unsolved. Moreover, although, the government is committed to assure the
quality of education in 2015 (UNESCO. 2006), it may be less likely achieved unless the class
size is reduced. According to Sguazzin and Graan, (1998:54) schools in many parts of Africa
including Ethiopia are composed of large number of students. Thus for the purpose of this study
the term” class size’’ specifically indicates the number of students in a classroom. Hence, based
on the number of students in a classroom, class size is said to be large or small.
Overview of large class size versus student-centered approach
The literatures reviewed reveals that the teaching-learning process is affected by the methods
applied. In this regard the teacher-centered and student-centered approach are not different.
Relatively, the student-centered learning approach, are affected by class size. According to
UNESCO (2006) learning occurs in proportion to class size; “the smaller the class size the more
the students learn”. In the student-centered learning approach, particularly, large class size is a
great challenging for both teachers and students; because, in principle, in this approach the
learners do not depend on their teacher all the time waiting for instruction. They rather value
each other’s’ contribution; they co-operate, learn from and help each other (Jones, 2007).
Similarly, as cited in Derebsa, (2006), learner-centered learning implies students’ participation in
the learning and teaching process, where students themselves engage with and, to an extent,
create their own learning experience (Kolb, 1984).
Cited in Mary C. et al., (2017) hypothesized reasons for this greater engagement include
pedagogy, with instructors in smaller classes using more active learning approaches (Lammers
and Murphy, 2002; Monks and Schmidt, 2011), and personalization, with students receiving
more individual attention in smaller contexts (Arias and Walker, 2004; Kokkelenberg et al.,
2006).
A study conducted at a medium-sized polytechnic in the United Kingdom echoes these findings.
Investigators found that students in large, introductory first-year courses experienced feelings of
anonymity and a reluctance to speak up or ask questions. Similarly, instructors reported
difficulty in forming relationships with students in large classes (Ward and Jenkins, 1992).
To sum up, it becomes a difficult process to engage students’ actively SCL approach in large
class size. Class size reduction is vital in order to promote effective teaching learning process
involving learners’ participation. And this could result, the desired behavioral change of
learning.
Student Centered Learning practice in the Ethiopian Education Context
Starting from 1994, in the FDRE education and Training policy, student-centered learning
approach have been incorporated and extensive changes had taken place in the education. The
existing methodology of teaching has been criticized for the absence of active methods of
learning where the students are involved. There are two elements to this: lessons should be well
structured, and a wider range of activities should be written into the curriculum. The existing
curriculum was not thought to give sufficient emphasis to development of good values of the
society. Each revised subject syllabus must reflect those values. In addition to these values, each
subject should identify subject specific skills to be developed. Each revised subject syllabus must
reflect those values. In addition to these values, each subject should identify subject specific
skills to be developed.
To summarize, according to the MOE, (2007) education policy analysis and reforms of FDRE,
(2003, 2004, 2005, 2007 and the recent) even though the government has tried to include active
learning method in the curriculum, the practice of SCL in schools and higher educations was not
satisfactory, and CEE is among these.
Theoretical Background of Student-Centered and Teacher-Centered Learning Approach
Teacher-Centered Approach
The free encyclopedia, Wikipedia, states that traditional education, also dubbed "teacher-
centered learning", which situates the teacher as the primarily "active" role while students take a
more "passive", receptive role.
In a teacher-centered classroom, teachers choose what the students will learn, how the students
will learn, and how the students will be assessed on their learning. In teacher-centered learning,
the more traditional or conventional approach, the teacher functions in the familiar role of
classroom lecturer, presenting information to the students, who are expected to passively receive
the knowledge being presented. In addition, in the teacher-centered classroom, teachers are the
primary source for knowledge. Armstrong (2012) claimed that "traditional education ignores or
suppresses learner responsibility".
According to onlinedegrees.sandiego.edu, in teacher-centered learning, the more traditional or
conventional approach, the teacher functions in the familiar role of classroom lecturer, presenting
information to the students, who are expected to passively receive the knowledge being
presented.
In Ethiopia, there are numerous evidences that teacher-centered education are common practices
in schools and higher education mentioned in ICDR (1999:68), Taye (2008) and others.
Student-Centered Approach
In literature, some researchers define student-centered learning as an approach in which
students can make their own choices (Bayram-Jacobs and Hayırsever,2016). Some scholars state
that this type of learning is active versus passive learning, the student is more active than the
teacher (www.researchgate.net).
Other researchers, who have a broader perspective, have added a third feature to student-centered
learning, namely that there is a shift in power from the teacher to student in the power relation
which exists between them (O’Neil G, McMahon T.,2005). .
Student-centered learning typically involves more formative assessment and less summative
assessment than teacher-centered learning (Crumly, Cari (2014). In student-centered learning,
students participate in the evaluation of their learning (Jahnke, Isa, 2012). This means that
students are involved in deciding how to demonstrate their learning. Developing assessment that
supports learning and motivation is essential to the success of student-centered approaches.
In addition, through peer-to-peer interaction, collaborative thinking can lead to an abundance of
knowledge. In placing a teacher closer to a peer level, knowledge and learning is enhanced,
benefitting the student and classroom overall. According to Lev Vygotsky's theory of the zone of
proximal development (ZPD), students typically learn vicariously through one another.
In student-centered learning requires students to be active, responsible participants in their own
learning and with their own pace of learning. Johnson, Eli (2013). In student-centered learning,
the teacher is still the classroom authority figure but functions as more of a coach or facilitator as
students embrace a more active and collaborative role in their own learning.
The student-centered approach discussed above is further strengthened in the works of Chet. et.al
(1993:81) as cited in Taye (2006):
Real learning is not memorizing. Most of what we memorize is lost easily. Learning cannot be
swallowed whole; to retain what has been taught, students must chew on it. Learning comes from
exposure to different kinds of stimulation through the senses. When learning is active, the learner
is seeking something to answer a question, information, to solve a problem, or a way to do a job.
What a student discusses with others enables him to understand and master the learning.
Summary
The main objective of the study was to assess the impact of large class size on the
implementation of student centered learning in civics and ethical education grade 11 and 12 at
Legaba Hetosa Secondary school. The data were gathered from the students and teachers by
class-room observation, questionnaires and interview.
In order to successfully meet the objectives of the study the researcher asked the following basic
research questions:
1. Does large class size have an impact or not on teaching and learning of CEE using SCL
approach?
2. What are the problems that both CEE teachers and learners encounter in implementing
SCL in large class size?
3. To what extent the learners participate in large class size compared with small class size
applying SCL approach?
After the data had been collected, they were sorted, organized and identified according to their
similarities or differences. The organized data was analyzed quantitatively using Excel, SPSS in
frequency, percentages, mean and standard deviation. Then the results were interpreted and
described qualitatively in an integrated way. In order to provide the answers based on the
objectives and the research questions of the study, descriptive survey type research method
design was used. The findings obtained from observation checklist, students’ questionnaire, and
teachers’ interview were summarized as follows.
One of the findings of the study was the understanding of the students and teachers about impact
of large class size on the implementation of student centered learning in civics and ethical
education grade 11 and 12 at Legaba Hetosa Secondary school. The study revealed that majority
of the students and teachers were aware of the impact of LCS to implement SCL approach in
CEE.
The class room observation and majority of the students responded that the motivation of the
teacher to try to implement SCL approach even though the class is large was unsatisfactory. The
observation has shown that the comfortableness of the class size for the teacher to help the
learners participate in group discussion was low.
Most of the respondents responded that extent the teacher uses different strategies and methods
in order to minimize the impacts of LCS to apply SCL approach, the effectiveness of the teacher
to check and give constructive feedback to individual and group activity and students ability to
communicate using English language (the medium of instruction) to implement SCL method
were unsatisfactory.Majority of the respondents agreed that the desks and chairs were difficult to
move and the school administration effort to employee more teachers and build more classes was
not satisfactory.
In addition, most of the interviewees answered that large class size is affecting student centered
learning negatively and lowers the academic performance of students.They stressed that
students’ motivation to participate in debate, group discussion and narration on social issues
were unsatisfactory.
In general, majority of the respondents believed that the efforts the teachers and students
showing to practice SCL was unsatisfactory due to LCS impact. In addition, the interviewees
agreed that most of the students were not able to participate in SCL using English language (the
medium of instruction) to implement SCL approach in CEE due to lack of the skills.
Conclusion
This study has attempted to assess the impact of large class size (LCS) on the implementation of
student centered learning (SCL) in civics and ethical education grade 11 and 12 at Legaba
Hetosa Secondary school. Accordingly, based on the findings of the study, the following
conclusion was arrived at.
The result of the study has helped to judge that large class size has a negative impact on the
implementation of student centered learning in civics and ethical education grade 11 and 12 at
Legaba Hitosa Secondary school.
From the findings, the researcher was able to conclude that there were more enrolments of
students and due to this there were lack of teachers and lack of classrooms.
Differences between teacher centered and learner centered learning
Teacher-Centered Versus Learner–Centered Learning
No Teacher-Centered Learner-Centered
1 Focus is on instructor Focus is on both students and instructor
2 Focus is on language forms and Focus is on language use in typical situation
structures(what the instructor knows (haw students will use the language)
about the language)
3 Instructor talks ;students listen Instructor models;students interact with
instructor and one another
4 Students work alone Students work inpair, ingroups, or alone
depending on the purpose of the activity
5 Instructor monitors and corrects every Students talk with out constant instructor
student utterance monitoring;instructor provides feedback
/correction/ when quastions arise
6 Instructor answers students quastions Students answer each others quastions,using
about language instructor as an information resourse
7 Instructor chooses topics Students have some choise of topics
8 Instructor evaluates student learning Students evaluate theirown learning ;instructor
also evaluates
9 Classroom is quiet Classroom is often noisy and busy
It was possible to deduce that even though there was an impact related with LCS, the motivation
of the teachers and students to practice SCL approach was low.
The investigation pointed out that the impact LCS aggravated fear, lack of confidence, poor
academic performance, low participation in group discussion and low grade achievements among
the students.
The study disclosed that teachers, the one who plays the main role in alleviating the problems of
LCS; lack commitment, lack motivation, poor academic back ground and others have contributed
much to low performance in SCL in CEE.
The research has made it possible to conclude that the extent the teachers gave feedback, help
students to create participatory discussion, prepare workshops, prepare participatory debate was
low due to LCS impact.
The research revealed that even though, there was LCS impact on SCL, the teachers’
commitment to practice SCL outside school hours was unsatisfactory.
In addition, the study revealed that the school administration did not give emphasis to employee
new teachers and build more class rooms to reduce the overcrowding of students and create
conducive class room environment to reduce LCS impact and to practice SCL.
As a final concluding remark, apart from being LCS, the seating or desks in the class rooms were
found to be difficult to move as they are important for SCL approach practice.
5.3. Recommendations
Based on this study’s findings and conclusions, the researcher puts forward the following
recommendations in relation to practice and further research.
The main stake holders, namely teachers, students and the school administration need to
recognize the negative impact of LCS in implementing SCL.
The school administration should employee more teachers and build additional class
rooms to minimize the impact of LCS on implementing SCL.
It is better that students and teachers develop motivation and self-confidence to practice
active learning and reducing the effect of LCS.
It is important that even thouhg there is LCS impact, the teachers use other strategies and
techniques outside the school day hours to make SCL is practiced at ease.
As additional recommendation, the school administration should give emphasis to replace
the seats and desks difficult to move with other seats like arm-chairs which are easy to
move in the class room.
It is advisable that Educational Coordinators and Head teachers would make a thorough
supervision and conducting seminars, training and workshop for teachers to enable teachers to handle
the impact of LCS.
