ERIC Number: ED342255
Record Type: Non-Journal
Publication Date: 1989
Reference Count: N/A
Large Classes in Nigeria. Project Report No. 6.
A study of large group language instruction in Nigeria draws on experiences of 33 teachers providing remedial English second language instruction in Nigerian universities. The report presents: teacher experiences and perceptions of class size (often over 100); a questionnaire used to investigate practices in and attitudes toward large classes; classroom techniques used; difficulties encountered; and perceptions of outcomes that could be achieved in more reasonably-sized classes. Many teachers felt they were teaching intolerably large classes, but some appeared to have adjusted to large class sizes to the point of considering them ideal. The most common difficulties found were in the areas of relationships with individual students, classroom control, and grading written work. A wide range of affective, interpersonal, and environmental problems was identified. The teachers said they would, in general, not use different methods with smaller classes, but felt they might be able to use them more thoroughly or more effectively. In comparison with large-group teachers studied in other areas, these teachers appeared to be: (1) teaching larger groups; (2) more tolerant of large class size; (3) more concerned with individual learner needs; and (4) less concerned about classroom control. Summaries of questionnaire responses are appended. (MSE)
Descriptors: Class Size, Classroom Techniques, College Second Language Programs, English (Second Language), Foreign Countries, Higher Education, Large Group Instruction, Questionnaires, Second Language Instruction, Second Languages, Student Attitudes
Hywel Coleman, Overseas Education Unit, School of Education, University of Leeds, Leeds LS2 9JT, England, United Kingdom (Charges are only for postage; addresses within Europe: 0.40 British pounds; addresses outside Europe: 0.50 British pounds, surface mail; send check or money order payable to the University of Leeds.)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Leeds Univ. (England). School of Education; Lancaster Univ. (England). Dept. of Linguistics and Modern English Language.
Identifiers - Location: Nigeria