Chapter II

REVIEW OF RELATED LITERATURE

This section presents a review of literature relevant to the study. It is divided into two

clusters: the challenges intermediate teachers face in teaching large classes and the strategies

they employ to manage and teach effectively in such settings.

The challenges Teachers face in teaching large classes

Teaching large classes refers to managing a group of students significantly exceeding

the standard class size, which poses challenges such as reduced individual attention,

difficulties in maintaining classroom engagement, and logistical constraints. Teachers face the

task of adapting instructional methods to accommodate diverse learning needs, managing

classroom behavior, and providing meaningful feedback under limited resources. These

challenges can hinder effective teaching and learning outcomes (Anderson, 2023).

In this context, the study of Ghazal Shaikh, Fozia Chandio, and Tania Shaikh (2021)

explored the challenges and strategies teachers face when teaching literature in large classes.

Their study revealed that eight out of ten participants highlighted the difficulty of limited

interaction between students and teachers in large classrooms. One participant noted that

focusing on and responding to every individual student in a large class is challenging, leading

to feelings of neglect among some students and widening the gap between students and

teachers. One participant remarked, “If I have a smaller class, let’s say 20 students, I would

have fewer people to concentrate on and it would be easier to work on people and to pay more

individual attention to them. The ones who are mediocre, often get ignored. I think when they

are in a large class; we hardly have a chance to motivate them” (Shaikh, Chandio, & Shaikh,

2021). This limited interaction in large classes was also linked to lower student performance.

Seven participants reported difficulty engaging students in large classes, noting that students

often exhibit poor levels of engagement. The performance of students who require interaction

and teacher attention for motivation is likely to suffer in this setting, as teachers cannot
provide one-on-one experiences with all students. In these situations, active students

participate more, while passive students remain silent and disengaged. One participant shared

that it is challenging to engage backbenchers and silent students, capture their attention, and

encourage them to participate in discussions, as only a limited number of students tend to

actively participate.

Moreover, the study of Hala, Bouladjine, and Boukarrita (2024) emphasize that

English, as a global language for communication, underscores the importance of writing

proficiency in EFL contexts. However, they highlight the challenges posed by the "large class

phenomenon," where overcrowded classrooms impede the teaching and learning of writing.

This study, conducted at the University Center of Mila, explored the perceptions of third-year

EFL students and their teachers regarding writing instruction in such environments. Using

data from 82 student questionnaires and interviews with three teachers, the research found

that large class sizes hinder feedback, limit student engagement, and complicate classroom

management. To address these issues, the authors recommend collaborative teaching

strategies and the integration of technology to enhance writing instruction.

Additionally, Lisa L. (2020) discusses several challenges inherent in teaching large

ESL classes. A primary issue is the difficulty of addressing the individual needs of each

student. Teachers often struggle to provide personalized attention and support due to the large

number of learners and time constraints. This limitation can result in some students feeling

neglected, particularly those who are quieter or require more guidance. Furthermore, it

becomes increasingly challenging for teachers to ensure that all students actively engage in

the learning process, with more assertive students often dominating classroom interactions.

Another major challenge is the logistical difficulty of preparing and managing resources for

large groups. Distributing materials such as handouts and ensuring every student has access to

necessary resources can be both time-consuming and resource-intensive. Additionally,

maintaining order and focus within large groups is problematic, as the high energy and
potential for distractions often lead to excessive noise and decreased discipline. These

challenges highlight the complexities teachers face when striving to provide effective

instruction in overcrowded classrooms.

According to Lane S. (2020) teaching large classes presents significant challenges for

educators, particularly in the areas of classroom management, student engagement, and

maintaining academic integrity. As class sizes grow, educators face difficulties in addressing

individual student needs, promoting active participation, and managing diverse behaviors. A

primary challenge is maintaining student engagement while ensuring timely feedback and fair

assessments. Teachers often struggle to balance the workload and create a positive learning

environment when managing large groups with varied learning needs. Additionally, the

physical constraints of larger classrooms can hinder interactive learning, contributing to a

sense of disconnection among students and teachers alike.

Behavioral issues are another notable challenge in large classes. Larger groups tend to

generate more distractions, making it harder for educators to maintain discipline. Disruptive

behaviors, such as talking out of turn or inattentiveness, can derail lessons and negatively

impact the learning experience for all students. Teachers must dedicate significant time and

effort to managing classroom dynamics, which can detract from instructional time.

Addressing these challenges requires implementing effective classroom management

strategies, fostering a sense of community, and leveraging resources to ensure every student

remains engaged and supported (Lane, 2022).

Scholars within Africa have highlighted the challenges faced in implementing the

CBC including overcrowded classes, insufficient instructional materials, lack of readiness for

teachers and learners to take up the changes, weak teacher training institutions and limited

support from policy makers (Mutale and Malambo 2019). Also, teachers Uganda noted that

large classes pose challenges of peer bullying and discrimination based on tribalism, students

with special learning needs and those who are shy and have ‘low self-esteem’ find it difficult
to participate as they find large groups intimidating: ‘some students, when given group

assignments, tend to lose their individuality. They don’t participate directly, which makes

assessment difficult’ (Atuhura & Nambi, 2024)

Inevitably having large-size classes creates a huge number of challenges. Class sizes,

across all educational levels, has led to the rising problem of identifying an appropriate class

size definition. The diversity of definitions in the HE literature on large classes may be

explained by the huge breadth of disciplines represented in the literature (Flynn, 2021). Some

researchers believed that the precise number is not important, and teachers should distinguish

the proper number for class size based on their particular judgements (Todd, 2006; Ur, 1996

as cited in Molavi, 2024). The concept of class size concerns how the number of students

affects the teaching and learning processes and experiences. It emphasizes that having too

many students can lead to inadequate resources and facilities, making it harder to provide

quality education (Galton, 2017 as cited in Molavi 2024)

This leads to a challenge for the teachers in the large class where they face extreme

discomfort during teaching. Mainly, the class condition is unhygienic with a mess; seating

arrangement in the classes is not ideal; it is hot and the conditions arise due to an unventilated

room. A second factor is that disciplining the students becomes a bigger problem for the

teachers due to more noise and restlessness of students in the large classes.

The lack of one-on-one attention by teachers creates a challenge for them to maintain

meaningful relationships with students, and it becomes impossible to recall all their names.

The evaluation process is also complicated by this; it takes much time and effort to evaluate a

number of students, which, in turn, delays constructive feedback. In addition, the achievement

of learning processes is often less effective because teachers may resort to more traditional,

teacher-centered methods that do not engage all students with the learning process. According

to teachers, students also experience a deficient interest in learning, which can be attributed to

the challenges of teaching large classes. Lastly, the students with a large class size have only

minimal opportunities to participate, lowering their chances of participating actively and,

therefore, their overall quality of learning. Together, these factors create a challenging

environment that has hindered effective teaching and learning in large classrooms (Erlina,

Marzulina, Harto, Holandyah, Wulandari, Fauza, Fridiyanto, Mukminin, 2022)

Ouahidi (2021) found that teachers in large tertiary EFL classrooms face

several challenges, including providing individualized attention, managing disruptive

behavior, and delivering effective feedback. Her study revealed that it is difficult to

give individual attention to each student due to the large number in the classroom.

This challenge, according to Ouahidi, can be daunting for both novice and

experienced teachers, limiting opportunities for student participation and interaction.

Furthermore, the large class size negatively impacts the delivery of productive

feedback on student writing. Ouahidi emphasizes that feedback should be timely,

individualized, and regular; however, this becomes difficult to achieve in large

classrooms.

Strategies they employ to manage and teach effectively in large classes

Teaching strategies are methods and techniques used by educators to facilitate

learning and ensure students achieve desired educational outcomes. These strategies may

include active learning, where students engage through discussions and problem-solving;

differentiate instruction, which tailors teaching to meet diverse learner needs; and the

integration of technology to enhance interactivity and accessibility. Effective teaching

strategies foster engagement, critical thinking, and the ability to apply knowledge in practical

contexts (Tomlinson, 2001).

According to Keristiana, Arbin, and Fitriana (2019), classroom management is a skill

that teachers need to develop due to their roles as facilitators, which ensures a successful

learning process. This is supported by research in the Borneo Educational Journal (Borju),

where they found that teachers' strategies in managing large classes are crucial for effective
English teaching at SMP Negeri 01 Tanjung Selor (Keristiana, Arbin, & Fitriana, 2019, Vol.

1, No. 1). Their research revealed that teachers employed a variety of strategies, including

organizing students into groups or pairs, circulating around the classroom, implementing

specific seating arrangements, and addressing misbehavior. Furthermore, teachers utilized

techniques such as scaffolding, discussions, games, drawing, and writing to actively engage

students in the learning process. These techniques fostered communication, collaboration, and

performance-oriented learning through group discussions.

In addition, Buco, Gunnawa, and Mariani (2020) identified the best practices for

managing large classrooms as a form of COE, which was elicited from Center of Excellence

professors. These practices are summarized as follows: “C” stands for Consistent and Regular

Monitoring, a classroom strategy that involves the teacher’s assertive approach in specifying

rules and behavior, along with consequences for violations. This entails careful and regular

monitoring of students and reminding them of classroom policies. “O” stands for Organized

Lesson Delivery, which is crucial for promoting effective teaching and supportive learning

despite a large class size. Teachers employing creative, organized, appropriate, and relevant

teaching practices can diminish the negative effects of large classrooms. Finally, “E” stands

for Effective Class Organization and Communication, a classroom strategy that creates a

more productive environment for students through implementing seating arrangements and

organizing instructional materials that demonstrate classroom rules, routines, and procedures.

(Buco, Gunnawa, & Mariani, 2020)

Another strategy that seems efficient in managing large classroom sizes is observed

in a study conducted by Tono Suwartono, Zulia Karini, and Oom Diana Pungki (2019). Their

research gathered a considerable number of strategies that could work in a large classroom,

including: (1) Using appropriate media. The media used in this study were teaching aids,

namely tools used to demonstrate (manifest) everything that was explained so that students

can see for themselves or hear. Suwartono et al. (2019) created slides of explanations in the

form of PowerPoint presentations to attract students’ attention, which were projected on a

screen using a projector to interact with students. However, a problem may arise when the
electricity is off or when the projector is broken. In such cases, a new strategy can be

implemented that still utilizes media, namely visual media that is not projected. This media is

very simple and does not require a projector. Examples include pictures, illustrations, posters,

and sketches. When describing grammar about the present progressive tense, for example, the

teacher can use images that describe a family carrying out several activities in the morning.

From the picture, students are asked to tell the occurring activities using the present

progressive tense. Another strategy is (2) Inserting humor. This is an interesting way to break

the ice so that students do not get bored or feel anxious when studying English. The teacher

knew that the students always like jokes, so he made a joke as an ice breaker. As observed

during the research, when students did not understand the material, jokes cheered up the

students and refreshed their minds so that they could concentrate on the lesson. The teacher

did this because he wanted to make the students think that learning English is actually fun.

(Suwartono, Karini, & Pungki, 2019, Jurnal Ilmiah Kependidikan, Vol. XIII, No. 1)

Effective time management is another critical strategy, as teachers emphasized the

necessity of prioritizing activities to ensure that all students can participate meaningfully

(Akala, 2021). To effectively manage and teach in large classes, teachers employ a variety of

strategies aimed at enhancing student engagement and maintaining discipline. One common

approach is the use of punishment as a means to maintain discipline; for instance, teachers

may ask disruptive students to re-explain previously covered material or assign additional

tasks to reinforce accountability. This method helps to deter misbehavior and encourages

students to pay attention during lessons. Another effective strategy is the incorporation of

variety in teaching methods, particularly through the use of games and quizzes. Teachers

utilize games to attract students' interest and make learning more enjoyable, which can help to

maintain their attention in a large classroom setting. For example, activities like letter

scrambles and word categories are employed to reinforce vocabulary and concepts in an

interactive manner. Quizzes are also used as a tool to check students' understanding of the

material, providing immediate feedback and keeping students engaged. Additionally, teachers

often implement group work and pair activities to foster collaboration among students. This
not only allows for peer learning but also helps to manage classroom dynamics by distributing

attention across smaller groups rather than focusing solely on the teacher. By creating

opportunities for students to work together, teachers can facilitate a more inclusive learning

environment where every student has a chance to participate (Erlina et al., 2022)

Stueber (2019) affirm that managing and teaching effectively in large classes

requires a multifaceted approach that incorporates various strategies. One key aspect

is the adjustment of the physical environment; teachers can enhance classroom

layouts to facilitate better engagement and interaction among students, which includes

strategic seating arrangements and organization of materials. Effective lesson

planning is also crucial, as incorporating motivating and engaging activities helps

maintain student interest.

Additionally, efficient time management is essential; teachers should allocate

time wisely for different activities to ensure that lessons are paced appropriately,

keeping all students engaged. Also, building strong teacher-student relationships can

further enhance the classroom atmosphere, as encouraging team spirit and spending

time on relationship-building activities fosters a positive environment. Implementing

clear rules and routines is vital for managing student behavior effectively, and

utilizing evidence-based interventions can help address negative behaviors while

promoting positive ones. Engaging students actively in the learning process through

group work, interactive discussions, and hands-on activities can also reduce disruptive

behaviors and maintain participation. Moreover, continuous professional development

and training in classroom management techniques are essential for equipping teachers

with the necessary skills to handle large classes effectively. Many educators report

feeling unprepared for managing classroom behaviors, underscoring the importance of

better training. By thoughtfully implementing these strategies, teachers can

significantly enhance their effectiveness in large classroom settings, leading to

improved academic outcomes and a more positive learning environment.

Parmar (2022) offered several tips for effectively managing large classrooms.

He emphasized the importance of efficient time management, keeping students

engaged through diverse activities, and demonstrating flexibility in adapting teaching

methods to meet learners' needs. Parmar also highlighted the positive impact of

offering praise to students, which can boost participation levels even in large classes.

He suggested that incorporating movement activities into lessons can create a sense of

structure and order, fostering a more engaged and productive learning environment.

The Center for Teaching and Learning at the University of Texas at Austin

(2023) recommends using the "bookend approach" to structure active learning in large

classes. This approach involves starting with an engaging activity to pique student

curiosity and assess their prior knowledge, followed by a series of alternating lecture

segments and student work (individual or collaborative). The class concludes with a

summary or guided reflection. The CTL also suggests several strategies for

incorporating active learning into large classes:

- Break it up: Divide lectures into smaller segments and incorporate instructional

activities like problem-solving, role-playing, and demonstrations to assess student

understanding.

- Pull students in: Use formative assessments throughout instruction to engage

students and gauge their learning.

- Remember technology is your friend: Leverage tools like classroom response

systems, smartphones, Twitter, and other technologies to increase engagement, spark

discussions, and assess student learning.

- Mix it up: Challenge students and yourself by introducing new activities to avoid

routine and maintain interest.

Homa M., (2024) suggested that to enhance attitudinal learning within

large-size classes the integration of instructional design strategies and activities

should be considered. These include active learning methodologies, instructional

videos, collaborative projects and teamwork exercises. By incorporating these

approaches, educators can effectively facilitate attitude change within the context of a

large-size learning environment. and it was examined the impact of group size on

student learning outcomes and their attitudes toward collaborative work in a large-

enrolment class. They discovered that whether students worked in large or small

groups had no discernible effect on their post-assessment scores or their attitudes

toward group work. This suggests that the optimal group size and permanence are

highly context-specific, contingent on the nature of the group work implemented in

the classroom. As a result, effective grouping strategies have the potential to stabilize

or even enhance the perceptions of students in large classrooms, turning them from

potentially negative to neutral or even positive.

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