Teachers’ Perception in Teaching Large Class Sizes at Undergraduate First Year Regular Students in Some Selected Private and Public Higher Learning Institutions in Eastern Ethiopia and Its Implication on Quality Education

摘要

This study was designed to investigate the perception of teachers towards teaching large class sizes as prevalent in some selected Eastern Ethiopian Higher Learning Institutions today due to the present social demand for education. The samples used for the study were 211 teachers randomly selected among both Private and Public Higher Learning Institutions in Eastern Ethiopia. The instrument used for this study was Questionnaire and unstructured observational checklist which were used for the collection of data and then analyzed using frequency count, percentage, mean score, standard deviation and One Way ANOVA statistical tools in the former one. The findings revealed that the teachers were not favorably contented to teach large class sizes. The majority were of the view that in such class sizes, it is difficult to engage in practical work; there was less concentration on the part of the students; teaching is teacher–centered; the level of students’ participation is low and there are heavier demands on facilities and instructional materials. The study further revealed that teachers have the attitude that coping strategies such as peer tutoring and instructor – expressiveness and teaching behavior can be employed by them to assure quality in teaching and learning in these institutions. The study also indicated that there was no significant mean difference between male and female teachers’ disposition; moreover, it was also found that there was statistically no significant mean difference between more experienced and less experienced teachers’ dispositions. The implication of this study is that teaching large class sizes shows negative impact on the quality of learning by the students but can, however be reduced by concerted efforts to employ suitable teaching methods on the part of teachers. Key words: Class sizes, Haramaya, Private and Public Higher Learning Institution