THE EFFECT OF HANDLING A BIG CLASS ON ENGLISH …

THE EFFECT OF HANDLING A BIG CLASS ON ENGLISH

LANGUAGE TEACHING.

By

KATO YAHAYA

REG.NO.BED/6479/41/DU.

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION IN

PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

AWARD OF BACHELOR OF EDUCATION DEGREE OF

KAMPALA INTERNATIONAL UNIVERSITY.

SEPTEMBER 2009.

DECLARATION.

I, Kato Yahaya., declare that the work submitted in this report is original as far as I am aware. It has never been submitted to any other University or similar Institution of Higher learning for the Award of a Degree or any other Academic Award,

Kato Yahaya.

Reg.No. BED/6479/41/DU.

~ Signed .... (."+- ....... . September 2009 ...

APPROVAL.

This Dissertation titled The effect of handling a big on English language teaching for Kato Yahaya has submitted with my approval as a University Supervisor .

. ~~-S1gned .............. .

Ms.Mwangi Lydia.

September 2009 ."

class been

DEDICATION.

I dedicate this book to my parents Mr. and Mrs.Maddara Sulaiti, Mr. and Mrs.Okedi Moses and my dear wife Immaculate. This work is a result of your rare endless support that you gave me.

ACKNOWLEDGEMENT.

Sincere thanks to my Research Supervisor, professional guidance and the time she sake.

Ms Mwangi for the sacrificed for my

I thank my teachers and lecturers for the knowledge without which this research would not have been a success.Prof.Ejiet, Madam Nansikombi and Madam Sarah Muwonge Nkonge. Mr. muhamed, C. Byakagaba and Miss Malenj to mention but a few.

I cannot forget the D.E.O Hoima, Mr.James Isoke, former D.E.O Masindi, Mr. Francis Kyomuhendo, my friend Patrick Isoke and Education sector officials of Kyangwagi Refugee Settlement for the support and guidance throughout this research.

I also acknowledge the contribution respondents in all the schools I visited.

of my research

My workmates deserve a lot of thanks for keeping my office whenever I would go out for data.

Very special thanks to my dear wife, Immaculate for all the support and sac~ifice she endured throughout this exercise.

My prayer to the Almighty to bless us all and give due reward for this work.

TABLE OF CONTENTS.

Declaration ............................................. i

Approval ................................................ ii

Dedication ............................................. iii

Acknowledgement .......................................... i v

Table of contents ........................................ v

List of tables., ......................................... vi

Definition of key words and Abbreviations ............... vii

Abstract ............................................... viii

CHAPTER ONE

1.1 Background to the study ............................... 1

1.2 Statement of the problem .............................. 5

1. 3 Aim of the study ...................................... 7

1.3.1Specific Objectives of the study ..................... 7

1.4 Hypothesis<research questions ......................... 8

1. 5 Scope of the study .................................... 8

1.6 Significance of the study ............................. 8

1.7 Study problems and solutions .......................... 9

CHAPTER TWO

2. 0 Literature Review .................................... 10

2.1 Introductio[l ......................................... 10

2.2 Effect of big class on English language .............. 10

2.3 Advantages of handling a small class ................. 12 '

2.4 Importance of teaching English language .............. 14

CHAPTER THREE

3.0 Study Area and Research Methodology .................. 17

3.1 Study Area ........................................... 17

3. 2 Research Design ...................................... 17

3. 3 Target Population .................................... 1 7

3.4 Sample Design ........................................ 18

3.5 Data collection Methods .............................. 18

3.6 Data processing and Analysis ......................... 19

CHAPTER FOUR

4.0 Research Findings, Interpretation and Discussion ..... 20

4.1 Introduction ......................................... 20

4.2 Teacher's Questionnaire .............................. 20

4.3 Head Teacher Questionnaire ........................... 24

4.4 Heads of English Department .......................... 25

4.5 Pupil's Questionnaire Analysis ....................... 27

CHAPTER FIVE

Discussion, Conclusion and Recommendations ............... 30

Discussion ............................................... 30

Conclusions .............................................. 33

Recommendations .......................................... 34

List of References ....................................... 36

Appendix I ............................................... 3 7

Appendix II .............................................. 38

Appendix III ... '• ......................................... 3 9

Appendix IV. . . ........................................... 4 0

LIST OF TABLES.

Table l.The composition of the sample .................... 18 '

Table 2.Composition of the respondents ................... 20

Table 3.Teacher Qualifications ........................... 21

Table 4.Effect of class size on teacher performance ...... 22

Table S.English aiding other subjects .................... 23

Table 6.Problems faced in teaching big classes ........... 24

Table 7.English,_language influencing other subjects ...... 26

Table 8.Pupil's response to English language ............. 28

Table 9 English language helping other subjects .......... 28 '

Table lO.Big class affecting learning .................... 29

BIG CLASS

DEFINITION OF KEY WORDS AND ABBREVIATIONS.

Overcrowded class with high Pupil-Teacher ratio with few facilities.

CURRICULUM: Group of subjects studied in a school.

SYLLABUS

NCDC

PLE

PTC

UCE

UNEB

A plan showing the subjects or books to be studied in a particular course.

National Curriculum Development Centre.

Primary Leaving Examination.

Primary Teachers College.

Uganda Certificate of Education.

Uganda National Examinations Board.

ABSTRACT.

The research field study was carried primary schools, namely Kinakyeika, Rwenywawa, Ngurwe, and Bukinda primary Refugee settlement of Hoima District.

out in Kasonga, schools

six selected Nyamiganda,

in Kyangwali

The main aim of the study was handling a big'class on teaching

to assess the English language.

effect of

The study therefore looked at how a big class affects teaching English language in primary schools, importance of teaching English language and the advantages attributed to handling a small class on teaching English language.

The study that adopted several data collection methods such as interviewing, questionnaire, observation and literature reviewing and used coding and tabulation to process and analyze the data, took a period of four weeks. The study had a target population of forty respondents who included teachers, Head "teachers, Heads of English Departments and pupils who were able to give the required relevant data.

personality of teachers, overcrowded classrooms, other factors lead to

The study discovered that the characteristics of pupils, the government policies among several this situation.

Thereafter, the researcher made several conclusions on handling a big class, improving the efficiency of teachers, methods of teaching and learning environment.

The researcher considered the study successful.

CHAPTER ONE.

1.1 Background to the Study.

IJganda's formal- education ·yste~ starts with seven years of

r..: l.: ima ry school (ages wh1ch is

(supposedly) and free accordin to the current Univer:·;al

p . _ r1mary Education (UPE) policy. It has a fairly similar

pattern to that in Britain.

The study of English l~nguage in Uganda dates back f[O!ll the

1Q60s as earlier noted, the time 1:he British came to

Uganda. The Br:tish .inability to speak thr:: nat.~ve lnngnaqes

in Uganda left English as the only o:E

communication. Uganda is multi-lingual; ti erefore the

British since Uga11da was thGir protectorat~

Henceforth, English hac been the medium of ,-Jf f icial

communication at almost ;11 levels 1n Uqanda' s Lducation

structure and accordingl'. a measure of literacy awong the

population of the cc~ntr

that well ~-n9lish lanqua(j(-'

reflected on hrs ~·

Acc,:>rclin'] t-n f1<J?.Prl-4 Nai-ional R~<etrni:~ation Board (tJNEBl's

standard, EngJish 1: on( of the subjecc.s that det(~cmij_l(:"

to

consider -.s a basis of ~l1is StiJdy.

Despite th~ above, it is unfortunate that pupils have

continually performed [-:>oorlv . ' " in English. This sce~na.r:Lo has

created a lot of anxiety in pupils, teachers, ~arents,

Heads of schools, the inspectorate,), policy ma;cers and the·

researcher. Whi1e the spoken aspect )f English i;-. crucial,

the writing skill of the same is sc implicat tve that one

has relatively to master the languaqe. It is th•2 writing

that has v1idened the means of communication.

Nobody can refute the f2c·1: that the irnprovem~: t oJ: F(;ql.l .s!·l

in Uganda schools needs great attention. Peorj e in s',)c_:.·-t/

usually begin communication through speech ·Y irnit2t1 n.

FoLlowing t':1is ,principle many families in Ugan·~la especia: ly

those in urban centres have effected li ngui.s Lie

development of their children such that they learn speakini

for improved ceaching of Snglish ii1 scl1ools. Tomli.son and

Ellis (2000) stated that Enqli.sl1 is usee! as means of

comrnunicar.ion among people varicus 1an9unge

bacl:grounds; as well as bein1j the official language in

education, trade, government and politics.

It should be n\)ted particularly that pupils ill !}rasp the

rules of y1ammar a11d vocabulary once they are able to write

1n that l.1nquaqe. In the school setting 'he levels of

exposure of pupils to WJitten symbols in English determines

how vJe.ll they V.Jill perform in examina t '.ons, pupil's

grammatical structures, idioms and vocabule-ry tested b~:,:

writing.

This study is basically meant to asses the effects of

handling a big class on English language teaching. The big

number of pupils vi ill limit the teacher to reac!1 out and

interact ':Jith all learners, especially ::hose v1ith l\~arnJng

disabilit.i.es attd the slot' ones; while the pupils ui.ll not

have enough time tc participate in class fer example

reading in order to ma~ter pronunciation.

The big cJa.c;;s issue j r1 question means one teachei- L·::achi.ng

more than L"fty five p:..1pils at one gi~..;en lesson , .. ;hich 1:un.s

for forty minutes. Act_;urding to the tvJinist.ry of Edu~:.:ttj_on

policy, each lesson .is run for a specific time.Hov;ever,

there are c.ircumstance.s whereby more than a desi r,:~d a11d

cipulated r1umber of pupils are taught by one teacl1er ac

d l"P rehrs•r Lt2d'._~hcr::~ 11! .ser'-./]_Cf:;;1 in compari.S•)ll :::c· ~h(:: iJ~.':f

sehoul gcing children.

a llovvs recruitment of teachers to governm·~'nt :::chools a

given time. This at times leads to qu0Lified tc.::-:1cheJ:s

remaining out of service and hence, creatin a shortfall 1n

thr:; recruitment of the tp,achers. The ')ovr-•1 iil 1?Pt erh"':-='\il".J.r;rr?::,

a bias towards science subjects thus crea~ ·' a dect~ea.se in

the English teachers.

The Covernment of Uganda through Onj ;ersal Primar·,:

Education has a policy of all :-:>chCH)J. age cL 1 J.dr, .1 tc go t>~

schoo ]_. !>upils1 from different tribes an(: ]1,~ eroqeneC\1J·3

creates the big class; 1dhere a sir glr::: teacher handles ver·/

rnanv pupiJs in one se.ssicllJ v1ith in._l,lequate fac.iJiL.ic::;.

The issue of big class has great effects especially in ~he

rural setting. There are schools limited

instructional materials, the1~efore there is a biq influ:-: of

pupils in the few schools. The slum areas around towns are

also affected ~due to high population. The mushrooming

privat~ schonJ s ;=J 1 sn h2 1.rr-? effect.:::; of biy fhel'e are

generally 11egativ0 effects of handling a big class on '

En~rl ish L,1llQUcl9(' Fallurr~; to learn

language ::an cause ptlpils to fail the i11ternal and external

examinations because according to the school curriculum all

sub:i ects for example mathematics, science and social

studies are t~sted i~ Englisl1.

Us_randa c·c~mpr.ises of many dif:Eerenc t:~i:Jes Hith d::_fferent

d v j ,_ .ll

Board standards. IL determines one's grade. This 1s a

serious matter to co;1sider as a basis of this study. it l&

a problem t~ecause .'i.f a big class cannot ~.~ffect.ively be

handled then pupils will fail their examinations.

It i::; t.h(=.L0flne u!Jun Llll:::; bcJcKground that the rese2rcher

carried out this study nn fin<iing out J1ov1 ilandlinq a biq

class teach i_ nq lc1nquaqe. Givinr;

personaJ L.imc t:o pup.iJs who conH? from different backqr-Junds

affects the performance of the subject.

1.2 Statement of the Problem.

It is not easy to develop language skills in a J d1guage

vi hi ch is not a mother tongue and which the pupil c s no;:

familiar •.'lith., 2:nglish is a second language though it is

the National la' gungr.: anc! ha.s br:::en the medium of c -ficial

communication a: almost a.ll le·iels in Uganda's ed tcation

structure and ac::cordingly d measure of literacy am( ng the

population of the country.

The problem Ctffects the pupils v1ho find it diffL _; 1 t. to

learn the new language and teachers Hho care ~! the

responsibi.lity of teaching. 1\nd this scenario ere a te:s a lot

of cha Uc,nqes when the teacher handles a big class. The

policy maker~;, of Education is

n::.':>pons:;.bJe fou the yl labu;·; are a1sc, affected as :::.hey may

hd ',;'("" r-n cl1dng,~ t h··· ' c.L l ,J;~.u.s f rom t i HlE~ to t i.me •· '' .(;1_1 1 ,. t h<?·

(:ondit ion~:; of teocr.i.rh] l~ll'~r.lislJ .l,__~rj(;:ruaqe.

Handling 2 big cJ ~s.::: 11.i lJ 1''7 morP, difficult than 1.-1hen a

teacher will attend to a le '·S number of pupil3 at a given

t:ime. There is a set of ti 1e for a given psriod so th2t

both teachers and pupiJs 11J Ll rarticipate. lf the pupils

are many, not all of them \v.Lll have the oppor·tuniry :·o

participate. The pupil has to read and v1rite in order co

master the pronunr-1 :t inn, spellin~f 0nrl l}ra'nmAr.

According to the Ministry of Educatior1 tl1e teacher to p~~ll

ratio is one teacher to fifty five pupils. Working contrary

to professional ethics of the Ministry would bring negative

results to the performance of the pupils and would also bs

A class comprises of pupils f om many different triL ·"s and

backgrounds all crowded in : ·e same classroom. Th· refore

handling a big lass would qi\"? ti1e teacher many cha-lenges

\·Jhile teaching English langu 1gs to this croHded :lass.

Uganda being a cieveloping cc mt cy many schools ha 'e fe1-v

re.c;ource;:.; ancl Ll1 -'rPfor~:; class1-, ~•1w·> at-e overcrot-vdc::;d.

In primary schn· ·ls the numbeL 1lf pupils in a s.lnglc· class

can rise to hun(ireds. This is nost especially in slun areac

around towns and rural areas v!I ere the population is lliqh.

Over the past decade sever. ' countries ; n ;ub-Sahal·an

Africa includin; Uganda havE embraced Univers1l Primary

Education (UPEI system ,f eciu ·ation that seeks to promote

basic education for a_: l sch jol-age going chiJdren. The

difficult to control and ma.n~1qemon-:-:-

resulting in J 1discipl. ne; · 112 difficulty i~ prep~r1ng

teaching and leocning m~terial ·~nough for big nurnbers; and

the difficulty in reaching c 1t and interactin9 h'i.th all·

Eng li .sh

disabilities and slow ones.

En91ish lan<:luag< is a \rita] .suhjecL accordin9 r ') ligand a

Nal:.ion d E:<amind L ion jj. 1rcl (Ul 'EBI standards It det,~:rnines

one's grade. Tl··1s is .1 serious matter to cons.ick'l:- as a

basis :f this st~dy. T~ is_ a ~rctlc~ bccJuss i~ ~ ~ig 2l2ss

cannot effectivrc·ly be handled then manv pupils cv .11 fail

their examinatir!J1S. i\b•-·'1e all the subj·?Ci_.s in th· schoGl

that pupils n1uHt hav•· the ability to cead,

understand English language as

both internal and external

necessary to avoid handling

concentration.

it determ,nes performar1ce in

examinati':)ns. It lS very

a big class better

According to the f'.1.inistry 0f J<~!ucdtion the :~eacher to pup_il

ratio is one teacher to fifty .ive pupils. Working contrary

to professional ethics of the Ministry would bring negative

results to the performance of the pupils.

When a teache~ handles a big class in English language

teaching, he or she becomes tired and may not qive

act.•2ntion to :o.ll pupils effcctiH:dy. 1\.t the end of i.t: aU

the J~·,·,-(•1 of J 1tcracy in 1·he ,··ou!ll ry tvill be affect12d.

h,:1ndlinq .::1 biq class ()D Eng l 1 sh language teaching ant.:l also

mal:c n?(_:omnv-:;nd 11· ic1n.s on hot·· 1_u make inlprclv(~ments on th,:::.

si t·_udtj on.

1. 3. Aim of the study.

The main aim of the study was to assess the effect of

handling a big class on Engl.sh language teaching.

1. 3 .1. Specific objectives of the s·tudy.

1. To find out whether a big class affects teaching the

Engljsh lanquaqe.

To establish of tPdChinq

language.

;

3. To examine the advantages of hanclling a sma_l class on '

English language teaching.

1.4 Hypothesis/Research questions.

J. Does a biq class affect !,;, qli.sh language te2 ~!Linq?

2. What is the importarce of teaching English l~nguage?

3. Are there any advantage.s in handling a small class on

English lan·1uage teaching'

1.5 Scope of the Study.

The study cv'/·: 11··! :_;eJected primary schools, namely Ka.sonqa,

Kinakyeitalca, Nyamiganda, Rwenyawawa, Ngurwe and Bukinda in

hancllin9 a bj q ·ass c\n teachi.nc;_r s~·1qli 11

2-unquage.

1.6 Significan9e of the study.

The study was intended to provide adequate, accurate and

documented information on the effect of a biq class on '

teaching Enql.ish lang11aqe.

The study identified '"'d provided ini'ormation on Enqlish

lanquaqe teachinq in both a small and a big class in

various primary schools in Hoima District. This will be

beneficial in hiqhl.iqhting the reality of and tLe factors

that impede Erc·"lislt .!.anguaqE•.

This '.·! i 11 h\~Jl_ t r 1: L u 1 .-

different sizes in enforcing English language

teaching. Teachers will be helped to identify various

methods, skills and problems 1n handling a big lass <:>n

Enqti sh languaqe tea chi nq.

1.7 Study Problems and Solutions.

The following problems were met during the execution of the

study and solved as below;

s~-nne _resp,)ndents t·Jere reluctant at ~living information and

caused delay to.the research, however the res0archer tall:ed

about himself And reqtJested the respondents t( avail data.

Somr~: rn.s;:nnclr>n! ... s ,,J(~r-(7> (\tlite husv nne! almost h d no time fc1r

t.h<: t•_1 SCcl1::'Chel'~ 13ut thr:: rcs<?at-cher had to ~ovc to th .... "'ir

otii~--·c·s V•?ly early i_n the rnornin(~J before the

cltll Lc.s. Th,.:: r<:?se,::trcher ::..:ou9ht ,tppointHk'nt.s -'ltL Lh~.~•n 1r:d

was able to attract tl1eir attenti•Jn.

CHAPTER TWO.

2.0 Literature Review.

2.1 Introduction.

This stud:/ Hc-_c:; m"?~nt to find out if a biq class has an

effect on written and spoken abilities of pupils and also

the general understanding of other subjects.

This chapter explores what other scholars and writers have

written abo;.1t the ,:>ffect of a class size on teaching the

English language. S·:holars have concluded that f ctors that

affec:: te: in .4 bia class

chetl'dCLel. j :SLi.:'':i pupiJ s, hac·:9ro11Dd and learning

language, pe '30l1alil·.v

of teachers among ~-1-Jlors. '

2.2. Effect of big olass on teaching the English la11guage.

Opolot-Okurut (200t~), says the prim 1.ry school er:L'C- :ttent: has

risen to about seven mi ' 1 ion I HOES) 200~- hence

not oc;;Jeci.•tJ:i.:C•' in subjects duo·ing trai.ning that

preference to teach subjects i lley feel they are strong ~n.

The majority of teacher trainees at the grnde III level are

admitted to Primar' ' '

Teacher· .. -· Colleges (P.T.Cs) either

failed or perform-~·d JlOorly 1r: English and tvJathernat ics at

U.C.E.This contrastE l•Iith ·-r·,e pract.ice of selec, .. i.on of

teachers lfl [.L 0ILl

[()

Nakabugo (2007), investigated the instructional st.c·ateqies

for large classes in primary schools in Uganda .3rLl found

classroom control and manageme11t difficulties re5ulting

into indL'--;cipJ ine, Lh(' difficulty in preparing t•,:>acll· rs and

learninq mathc'matics enough for the big numbers and the

difficuHy uul

learners especially those with learn~ng disabili 1es and

the slow ones.

Muhv1ezi (200:3) stated, that teaching in a large class

teachers provide fewer exercises and practice so as to

reduce the amount of vJorkJ.ng to do. TLere is alsu l.i.wiL.~,_i

sp,:lce to conduct q:rn11p work thnt t..,rouJd enl1ance effect.i,Je

'.'•1\/Qr.l•JI? ·'~~" ,-·,lnLellt

jlUtli 1' :3 oppCll"i.Ullil y

cover too muc:~1 in too J ittle time availablE.

The natur 12 of the s .·lJabu.s and curriculum is a criticaJ

element fer the oppou 11nity-: o-ledrn.

Norton .says, vJi thin the formal school sys-cem,

teachers are often constrained in their etbilit'/ to

recognize al1:er'nativ'c or indigenous mc<:les of representing

and communication k IIOHledge due to strc,ng emphasis on

exn.rni n,~l t inns,

resources ancl

teach i '1CJ

teacL ~·r

to the currir.:-ulultl and la.cJ<.. u£

tra.inin9, pa r1~ i cu.l a r l y rural

areas. ThLs is d pat :·_icular problem in the h.ighr2l: cla.sses

(primary five up to se·ven) .The need for pedaqogic:al and

curricular change ha ~·) become even more pressing Hi th the

cultural, economic, ,ocial and political changes that are

counterpatt.s irl otlu~

II

t•Jith the question,' r·.:haL' will it mean to be a Eea,:'eE a11d

vrriter in the 21st centluy?' (Luke and El!dns)

I<akuru ( 2001)' says th<'t mc1ny girls in co-educational

Universal Primary Education schools ;pend a whole term

without talking in ~lass. C~irls ~:e usually sociali=ed

against certain thing· that are beneficial when it comes to

classroom situation. Por example, sc:aring and talking on

top of thei::: is c:cr;::cidered

cultures.

2. 3. Advantages of handling a sntall class on English

language.

large classes i>ut one has r_c• cons1de::.· thre~-:: thingsi one's

teaching stylt?, the characteristics of students and Lne

goals and obj,.:.:<::tives of the course.How(~ver, one's r·,~sc.ur~ce

allocation an~ management 1s more critical in dealing

effectively with large classes than smaller classes.

He makes suggest1ons for Leacher~ 011 r1ow to promote

attendance in ~a.rge cJasses, :·.:) take roll-call, to minimize

the sense of anonymit ' to n1/:'1nage class climate ilt .larqe

,··Jasses ln addi t i c~r appr ~~ach·~s to asses standdJ~d.s,

improve lessons in lar-.1e class-os are qiven.

Robinson (1990) states, that sustaining of small classes in

developing countries -vzould re::t~ire the continuous expansi0n

of facilities as well as the ·~mployment of more teache1:s at

an enormous cc.st. With Lhe ec•_!nornic constraints fd(_~·.ir":l ll!vst

of the developing '.-Jorld, .it appears that the problem of

large classes will prevail.

! '

Blatchford & Mortimore (1994) suggested, shift.inq focus

from concerns on class size to investigating Hhat kind of

teaching in small and large classes actually make a

This even more relevonr 111

developing cr)ntexts such as U~randa t--Jhere evidencE:· that

links class size and pupil's :•regress only with classes

less than twenty.

Brophy (1999), di.s._inquishes drnonq twelve rrincip.l•os that

commonly apply across cc)untrics, cultures :nd cut across

grade levels and school subjects that invo ~ve tspects ,Jf

the curriculum, in.'-:truction and assessm ·:nt, classroom

prin(>ipLe:. classroom cl.L :ate that

learning envirOnment and the principle of ma;-z-, 11::inq the

opportun1ty to J.ear11.

of teachers '-Jork en'J:lronment and pupil's school

as correlates of achievement in Uganda primar

xperiences

.'3chools.

They founci that a relationship between work ex~ ~ienc0 and

pupils act1ievemei1t f!Xisted.

SsebuulHJd '...., ~, -~~' \ L. V •-.J I I

additional language for students in Uganda, it s critlcal.

that they gai.n · a certain level of :)rc,ficiency in English

for educational and caref~r

English is ,~renerally used or1ly during class

seldom spoken in the home or local community ~ 1rticularly

struggle to e:,press themselves effectively in Engli.sh-both

in writing and orally.

2.4. Importance of teaching English language.

Banicky L.A (:>006) say.s, the methods applied by the teacher

are the traditional type which put a lot ·)f emphas1s on

linguistic competence rather than communicat.on compet:ence.

When learners engage in writing, it requiree. much practice

becau~

r:o err·Jrs that. vli.ll prevent perfecting in \Yri .ing.

Note tha L, ·: n teachinq the follovJing sh )Uld be ~ri.ven

att:.enL· j nn; me chan 1 sm ·~'t

vvritin(J which includ(~; spell_i_ng, punctuation, hanclivriting,

sentence construction, appropri~te vocabulary and proper

i;nportant, a learner.~-~ (-?xposure t·· common er1~o1·s .i.n sc)c:~ety,

i ··r .instance .-~t school, j_n the :ase of play, at. horw::: also

r~ Lays a role; the learners adopt these errors frc·Id suc._·iet.y.

kocl Ellis (1980) says, language development is c!1e result

cf an internc-t~nn b~?t1,.Je>?n the learner's existinq st-ate of

knowledge and linguistic environment to \vhich he is

e;.:posed. This rneans it 13 not only t.onque

interference th'2t has an effect on Hritten Encli::,h, but

exposure also plays a big part.

The language patterns are taught without clue respect to the '

contexl in v1Llch -::.hey .:rc taught. 'I'h2 "t 0 SC'hers co:tront r,~tP

on surface analysis. There is lack of r::ontr0llerJ 911id.inq

wricing activities in some cases thr-,re

teachers at primary level.

1·1

I\akuru (2001) stated that, the CJff.ic.ia~ curr1culum ::•.::)r pre

primary eclucat~ ion in Uoand,;-1 1.s still bE•inq drafted. :'\. ~·:ide

variety of .subjects are provided in the different schools

using varyin9 teaching methods depending on various

missions of such schools, though mostly based on the

British pre-primary curriculum. She adds that the teacner

pupil centered method encourages the participation of All

pupils and has• gone a long \voy building the confidence of

girls (co-educational 3chools). Unfortunately, the teacher

pupil centered ·method of teaching is extremely impractical

under the current UIE program where all

overcrowded.

classes are?

\rJ i 1 flld L l J l 1 li )! •':_; ,!ur.i 11 the ]~),~(!'::;

l,i t-e>t,l<'Y F'l •_Jql am:. in fJ,_fdlld,1 !).t.l-)/:uce<l comm·:'ndetblc:: l:,_:__·.--;ults

feom the t.imP. ~fO'- i?tTunent joined the missionaries ln thc~il

education efforts. Mosl adults who went through baptism

c0urses c,-ln ;;;till read :nd v,;fite Hith und(::rst<?tndin~1. The

proqrarn, Hl: j.'ch Vl2 .''-i irmJ1en~'::>n ted throuqh tilws,

demonstrations and drama, contributed a lot to changing

people's attit.udes towards good health habits. From l965 to

1978, 10% of the target population became literate at an

average of \)etween 40,000 anci 45,000 people per year. This

contributed CJreatly to the CJradual reduction of lite1·acy

frorn 80?c, Lor '·:1omen ancl 60{') fer rnen in 1962 t :~LJ·> and 4':>~,\

respectively ln 1980 (I'10ES 2005). In Uganda, Functional.

Adult literacy- Programs involve useful learning besides

reading, writing and numeracy skills. Th-- program is

considered as a power·ful too or empo~·Jeri 9 the people

part:icularl\' iT tl1ey car1 Appl·

skills properly. It crnpoweJ·E 2nd reduces

th~~'i.l.' .i.qnorance and pov(·rly.

J:,

Kress and Je<,Jitt I 1990!, say the vision of literaq· in the

future is Linked inextricably to

that RngJ ish iq 2 third, Pven

majority of students, there is

including in school curricula

representation and

limits of language.

cor:uuu n i cation

English language. Given

forth, language for the

a pressing need for

alternative vf

that a.ckno'vJl2Li9e t:hE•

Mushengyzi (2003) said that for all Ugand1n students,

English is the language of instruction in all ::ubjects from

primary four ·Jn wards. Although some Ugandan l·hildrerl grow

up speaking En~lish at· l1om0, this is a rare and ge11eraJly a

chara.cter.Lst·ic of af1- :Jc,nl families j_n urba:1 centres.Only.

approxirnate.ly ~1'b of t:l~: p<..>~•ulation in Uqanda has access to

con tcmpora 1~y

television,

fonns

radio thro internet.

English such as

InsteE1d, the

predominantly rural pvpul ··1 _ion relies on indig(~l1C1 US iTH:~cl ::

~o communi,_.:ar.e t.vith one arv•t-.her.

CHAPTER THREE.

3.0 Study Area and Research MethodolOTJ·

3.1 Study Area.

The study was carried out: in primary schools of !•(yangvJali

Refugee Settlement of Hoima Disrict.These included Kasonga,

Kinakye1taka, Nyamiya11ud,

Bukinda.Hoima District is located in the western region of

Uganda. She boarders Masindi, Kibale, Bulisa and Kiboga

Dis•:ricts.

3.2 Research Design.

interviews wj_th l~he

in CC::'COrdecl r·espondents

immediaLely. This wa~ .jone witl1 the help ,,f ~~esearc11

interview guides which •he researcher had deHigr?d.

The research questio11naircs vvere handEd to certain

r~spondents who 'filled them and thereafter returned to the

r·2searcher.

3.3 Target Popuiation.

The .qt,Jdy tarcreted a number of categories of people who

included pupils, classroom teach•2rs, Head teachers, Heads

of Departments. A total of 40 respondents were interviewed

to give the required rele·.'ant data.

17

3.4 Sample Design.

The term 'to sample' means to pick a smaller co.llectio'l of

elements to represent bigger population of

elements. The r\esearche_r· usE:~d mainly t\YO forms sampling

that's to say t:andom and purposive methods of· scu f'J 1.ng. The

sample size had a maximum of 18 respondents anci " minimum

of 6 for different categories of respondents.

Table l.The composition of the sample.

Group/Category rllinbe;;----of I Sampling Method--,

Respondents I / ·--'

Classroom Teacners ··~ ----~--- / f'urposJ.Vc~ ~ Ht?.Cld 'T'encher::; i G Purposive I

r;·~;:;Tj~-------·-·-:·--J---- I'' ------ Fcar:dom

f-.---------·-···--·-------~--·-··· -·- ·-· ---- --·-- ----Heads of En.;Li.sh I 6 Purposive

Departments /

Total

Source: fi.eJd stud;-·.

+-----4~0-----~-------------~ i

----'---------·-;----'---:- ---:---------:--··:--' sc-:heme ,)f TespondGnts th,J.t r·ic1S use'--J. .-:iuJ..~J.ny

3. 5 Da·ta collection Methods.

relevant 11::qui red data

Interviewing; The researcher carried out verbal :LntervievJs

wi ch several respondents cvhc ilaci knowledge and experience

. •~ - L ~ .:., La.;~-:::

chiJ.drPn's edul;ation.

IX

Questionnaire Method;The re::> ,-\ rche r designed quest ionnai re_s

and dis t r ibu tr::d

read and wr.i te.

t_hem t.o th· respondents VJho \•Jere aL,le to

The: respond·_:nts filled the questionnaires

and returnee! them to the ··esearcher. The notes made in

thes0 questionnaj.res were la•er analy2ed and recorded.

Observation Method; Here the rese, rcher determined the

methods used \vhile teaching

class and also found out

class.

the E:ngU.sh language in

the effects of handllng

a big

a big

Active Listening; ::;[n,·e I 1 :> i. ,_,n i ng .is not opt~ on.~ l, the

!"(-~:::;c-.',lt-~.:hi~l l__~;.L('ll1.>(! .1\··1 l\-i'l'y' L.,-.J the re::;ponctenl·_~:--. fv),_)' rc: time

VJtl.S ::.~pcnL t.o L.i..sL1'n i Jlq r:-ti_h(~J- thu.n t.alking c:-tnd p,:t:1·inq m.ore

attention to what the respondents said.

These wero later summarized and analyzed.

3.6 Data processing and Analysis.

··he data collected

analyzed by use of

through coding the

:::om the field r.vas pr,)cessecl anG

qualitative method. It ~as analyzed

information into tables (coding and

tabulations) .The cicttct vJas lateL t-'J:vcc:::;.::;c-d ~:::::t -JC:"'2 i:h·:-.

conclusioJ1.3 to tl· rcsearcl1er·.

19

CHAPTER FOUR.

4.0 Research Findings, Interpretation and Discussion.

4.1 Introduction.

This chapter presents the findings of the st1 ely \vhose aim was to examine the effect of a big class on English language teaching. The findings are discussed to answer questions rais~cl by the study to provide a basis for interpretation, conclusions and recommendatl"ns l"eCjaJ:oing the effectcc of han :Llinq a biCJ class on tea·~hinq Enqlishlanguage. Analysis, interpretation and discussion of the findings are done 2oncurrently to avoid repetitions and nt(1nntor\y of l-:.h~~ ent : 1·<=· J·r-:.-.xt.

I)UlilHJ L!tt· jc~l,! :-;Llld':/r several supplied

filled and

respondents were int(::rv.iet.tJed and others que:st:il"'>nn,-Ji.rr::..s, v1hich thc~y

re.s(;archer. These included of Enqlish Departments, and

teachers, pupils.

with researcl1 returned to the

Head teachers, Heads

Table 2; Composition of the respondents interviet·;ed.

Respondent

1 Heads

! English rtrnen t .'l

Pupi 1~~---~Total

-~~-··

er of j Numb 1 Re spondents

()(;

10 ----0\

1 tl ·- ----- .

40 ----~-·~·-- -~--L.

Total (%)

1 .~

25 iS

4::1 100

·r•onden1·.~ Source; the 3~~hen;.;o o{ [e.:. used in the f

I I

These responds:;~:: ;·.'0'!: 0 .::t>Jr.:o to -Ji.':n th0 rPr:rnirr-?d J''.-:::]~=:'IHnt

data/information to the researcher.

4.2 Teachers questionnaire.

ThP purpose of the stud'./ \..:a f:; to investic1a te the effect of ILJI'Id.l ing ,-J ]_) J. tj ' <1:~:; (l)j T;'' .. · l j (' '·i lJllCJU2tj(; !~ear-hi. ng and .::t 1 I l ,; !'J .. L ,·,!.

111

tcacln::.r' s qlA~.sLicr:r:.:::: i ~~c ':Ja s i nfounation r-egarding;

1. Teacher's professional qualifications and experience.

2. Teaching load of teachers.

3. English language atding the understanding subjects.

)f other

4. Sf feet of a big clas:__.-; on teacher-pupil perf on 1ance.

5. Teaching methods.

6. Factors th•at hinde1~ tr.::.,:;<:hing a big class.

7. Improving English teaching in a big class.

The quest ionnai1·e administered to ten classroom teachers wh•) teach Enqlish in the sampled schools. 'l't:::-,~Jch(:l·s

\'Jere reques:::ed to indicate their academic and pro£e~c,sior1ctl

!Ua] i ficZ~ti~·· ,:::· <tnd tr:',] ·hj nq ~::·:perienc:e.

Th1s infor·n";t~.on was re-qUI:?Stioned in wherher tno•e teachers are qualified

Table 3.

4.2.1; Teacher's Qualifications.

'I

order to

::o est_abli.sh t•-'3ch Enq lish

sUit:clS t·hat all EngU sh tr2achers pupils. 700 of teachers are ~rracl0

grade five. This hovJ<:;ver, calls for

The above table clec1 r l. y are qualified 'to teach three and only 30~ are further education for teaching abil{ties.

these teachers to ireprove thei~

The performance situation of teachers was examined \vhile looking at the class size. Teachers were asked tv c;tdLe if a class size affected their performance and th1?ir responses were tabulated and reflected as below;

Table 4.

4.2.2; Effect of class size on teacher performance.

---1---- ------------

The above cable shov1s that all the teac:hers thinl: that classes tLtt are ov(2rcrot~ded are diff:icult to teach English. TU.s reflects that pupils can not easily learn English la:,guaqe.80':\ or the teachers st ()ngly aqreed and 20o dqrecJ Le0ylLln.3 .ir: ~.on~, ag~>:'0!T!011t rh 1t:- a bl n r·L-=Jss is difficult t,, handle '1hilr teaching English languag•e.

4. 2. 3 English language aiding the understanding of other subjects.

As regards determines examined

the above, the grades

it was realized that English language of other subjects. All subjects are

in Eng.Llsil anu reflected in the tal:>l~ below;

Table 5.English,.aiding the understanding of other subjects.

Rank Sch.A Sch.B ) Sch.C Sch.D Sch.E Sch.F J Total I No.Trs I No.Trs order No.Trs No.Trs No.Trs No.Trs I (%) i

Strongly 02

~ 02 01 02 01 I 90 i

I Agree ' lbd 2\gree Strongly Disagree Disagree Total I 02

No. = Number. Trs. ::::: Teachers.

-

I I

02 I

·, .. 0 1----,-J. -. I I I '

I 02 01 02 01 j_ 109_

It hras .:ts~~·ectain• d in the above table t-hat all tll<.-said that un~:,:;;rstanding English greatly Ct: :'ls the

teachers ll1 the

undet·stancLLnq of other subjects. Nine out of ten believe that l:edching Enylish \vell is very ·ita 1 performance of other subjects while one believr•d 1t is just

i nd 'L r:a t P

of othe1 importunt. if English subjects.

Th( q1.:0stio:tn;.Jir0 .: Anguage aided

require\1 ;:eachers the understanding

4.2.4. Problems faced in teaching a big class.

Uganda embraced Univ.~rsal Pr-imary Education (UPE) Lhat seei<s to promote basic education for all school going aqe children. Therefore a big class is inevitable. The research reveal.:-'cl :...ha~ \i._il-'-'-US f.:;-..:t-_-rs hif1(L::r

as p~r thG ~able )JP!ow;

' ;

Table 6. Problems faced in ·teaching big classes.

jTheme Factors, problems and challenges % of teacher I I support I i-:::-----;-;-c---~c-----~-------- ------------!..::::::=:::: . .::: __ _,

Pro:csonality of -poor t£.?ttChh:rr wethocL::. ,:.o 1 t!·p:; teE!Chi:;L'::~ -weak acadc~mi,; backqrnt: :d. I

-few qualified teachers. I ..'!.poor attitudes tov;ar>.i:_-_ teaching

Characteristics -negative attitudes t-~ ·Jrds English of the pupils -home and socio-econon,i.:: background

-poor reading culture

Overcrowded classrooms

-absenteeism La.:::ge c1ass ·2nrolrnen· due to lJPE

I -hi.~_lh pupil r:o t-2ac::h~.::.r r~ti'-! -m;t ::h H::>rl-:lo~J-~J fur t1::cJc!v:~r:: i - -i .lEltc instructional rr:ctteria1s

nat-.u>:? ct ~urricul'JrH

;·;yJ1~lbUS.

G\)ve.cnm<:·nt pnl ic.ic.'> edl11~1t· irn

t'w 1 -o··~: lo:dcci •cue:< :c:luD :lnd 1-c-:<,~l1'1i1J-·tl.il'll r\r·i ;'ll::'"ci

I

I. -rPr:ommAlldC'(l t>· l•:::her-pupil ratio

on 1:~)·,, i;1 r,~.11 ity ,ts l:o~:er 100 -t: ho P!i 1 1 1 ·v nn lJ!.'E: tJas 1 onnho1 es

I -aut·_~_)m-::n i(_: promoticn of pupils

L --.-.---~~ ot I sc I

I !

I Learn_i DC! ,_.,1:\' i !:'t:t •ment Jr1l'?i:f'l0Cl.S,

I

I -in:-1dcq<.ItJt•-' j nfrast cu"'c"'t-uJ:rC:e:.te::..::..:::_ _____ + and I -e:-:nr:Jinat: -j ,\fl fo(.::useci as;;r•.s.•-;Jqr::-nt

-unSllll.oLl·~ ~0~rning c~lcu1· I L__ ------ ____ _L ____ ·-~---~J

7he above table indicated that 95% of teachers reported their ~ork was affected by overcrowded classrooms. The

UPE that has led numbers to over 100

r·l?sui t from l:hP 00vernment to classes surpassing the

pupils. The advent of UPE

nnl.icy of recommended has l~:d to

swollen classrooms th~t result in overloaded teacl1er~ a11c! a resot1rce t'()nstcaiJlei_l 011vitonrnent.

4.3 Head Teacher Questionnaire.

Qucstio~1rL~ir0:s ~·H?Y'P ':tlsn a:dministPrPd tn six HPrlrl i-each;:;r.c;

of the sampled schools to obtain information from them on the follo~Jinq;

1. Teacher qualifications.

2 _ Effect of a big c.~ ass on t, ·acher performance.

3. Problems facr•d hy teachers in handlinq a big class.

j . I<! / l_'( t 'j J :t )< j I i ,';) l i 1 1 i ( )j 1 !f'! :; \ tl \ i ''\' t :·; .

. '·I

5. Methods used in teaching English language.

4.3.1. Teacher qualifications.

r:rorn the abov·~ the head teachers responded by sayi:-lg that the teachers o( English are qualified but need to further tratning for better efficiency. Seven representing •70~) of sampled teachers are of Grade III and three reprPsenting (30~) are Grade V.

4.3.2 Effect of big class on teacher performance.

Hec,! teachers said just like the teachers in table G. The inf()rmation gathered from teachers in the study indicat.c:d that their work was affected by overcrowded classrooms. Swcllen classrooms result in discipline problems, ovE ::loaded teachers and a resource constrained environment wit 1

l r.o a•le111 1r1te resources such as suitable text books and a high pupil to teacher ratio.

4. 3. 2 Me·thods used in teaching English language.

Head tea~l1e~s expla~ned

ensure th2L English is have to be adopted.

that. effot-ts have to be comb.ined to spoken. Language sk!.ll.s of English

4.4 Heads of English Department questionnaire.

Oral. intervie\JS \·Jere conducted on the Heads of DE>partn·. nts to seek the followinq;

1. Whether there were enough teache:s in the Department.

Whether they (~?ads of English teachers e~ploy proper teaching

Department) ensure that methods ln class.

3. Their opinion on English lc' 1guage influencing the understanding of other subjectE.

~~. liJheth-::-·r c\ biy class has performance.

an. 0 " " teacher

4.4.1 Six Heads uL r.:nglish depaLUfl~rlt '•ilG::e: i;ttr::'l"vv~.~c:·,·::;ct in the sampled school".

In each of the s1x schools, department did no havE enough the influx of pupils 'rought Education (UPE)

it was revealed that the English teachers because of about by Uni'lersal Primary

They also said that English but need to promote efficie_ncy in

t:1e teachers are qualified rurther their educctLivu ..... d

teaching English.

to teach vl.U'~L· t.J

4. 4.2 On t:he questic)n of 1:he EngJ. ish language j_;'lfluencing the understanding of other subjects, they all agreed and said that all subjects are tested in English. English language is a determinant subject of grades in primary leaving examinations and therefore important. They responded as follows in the table below.

Table 7. English language influencing understanding of other subjects.

1-.Schooi~R,;,~po.n.o~ Reoponooel ____ I Yes. I No. i A .. J . 02 ~ -

!L __ _j. o: f-- -I 'o ___ j __ OL, J -

1 .o ' Ol_j_ - I

I ~ --1--- ~~-+--~ --=--=f I Total I 10 _l_ - __j

f'rom the above table all the sampled Department responded by saying that influences the understanding of other subjects are tested 1n English.

Heads ot English subjects

English language as all

4.4.3 Whether a big class has an effect on teacher performance.

In the classes

six sampled pose several

schools, it was established problems to teachers like

that much

big \·Jork

load due the overloaded curriculum, inadequate prov1sion of infrastructure.~ l\11 the heacls of departments stated that an overcrovJded cJass r-esult::; j n discipll.ll8 1-Ji.~Culellts, Le00Ul"-·0::;

c!·>n.c::;t·rtlinc::tl cnvi1·nnm0nr:·: th,lt mak(:: Hork for teachers· cliffi.cult.

4.5 Pupils questionnaire analysis.

As already stated, the aim of this study was to assess the effect of handling a big class on English language teaching among primary five and six pupils in selected sch~ols. I selected these pupils as I felt that by thio time the pup.Ll::) are able tc e~l_Jt'<2S.:; theH~selVi.:.~'. The (_{l ::st~(J{u12t.,_l·e

wets designed to obtain information from pupils 01;

1. V\lhetlv~r they (pupils; spe,·ik Engl2.sh at schoc,l.

2. Pupil's response t~ understanding English langt:~ge.

3. Whether English l~nguage aids the understanding of other subj,ects.

4. Whether a big clas affects pupils learning.

4.5 .1 Information \·Jas ':1btained from ti (~ pupils reqarding the effect of handlinq a big class c,n English languaqe teaching. As to v1hether they speak Eng; ish at sch·::>ol, th<0 majority said that they did not. Pupils explained that English is not their first language and therefore they find it difficult to speak.

4.5.2 Pupil's response to understanding English language.

The majority of thr? ouoils said th.1t. English 1s a second language and thus quite haLd to read, speak and wr1te. They noted that teat:hers do teach in local languages at times, do not give personal attention and there are no text books to read. The problems indicated oy Llle pupils 1n che questionnaile are tabulated below;

27

Table 8 Pupil's response to m1derstanding English language.

school

A

Problems and. Challenges L%

B

lc

-personality of teachers -overcrowded classes -no instructional materials -1 ;:,r~:o:ii:ll it y ·Jf tezl';hers -,) J•:-:LCl'OVJclC'd ·~:ldSS<?S.

-T~aching in local langt1age -r,:'lc kg :.·ouncl.s -n~ in~truc~ional materials

1 -PersoLalit.~' of teachers -~eaching in local language

D -no instructional ma~erials

1-------~ -h::l~kgrounds E

I of pupil support

8 5'?: l

1

-no in.:~\ructional rnat'2rJ 'l] s ~ -,:v~~ rcl- .. )~'~'-J(·d <.'1.-) .~J s 1:;; :·-;

I -l:'tckgr:)unds _____ 1 ~-F~ - -- --~ -------,

~-I =::~ 2 i~~t~-~~~~~o~:~1q~~:l1 ,/ialc I----- lOO%

sour~e/ dat3 ::ollected from th•2 field.

4. 5. 3 Whether English language aids the understanding of other subjects.

As re~rards tJ·1e abc•ve, the tna]ority of the pupils also agreed >Jit.'h thr:- ,,,thel~ L~e.spondents that .r::n~Jlish L:1rt']ua~:ie

aids Lhc \lnderStandir 1,] of other subjects. They s,:d.d t~lat

all subjects one ,Iri<,·-cen, taught a.nd exam.ned ,in English. The table below e~ 1lains pupil's responses.

Table 9. subjects.

Engl•ish language helping to understand other

I Decision Sch. A -·

Sch.D- 1 Sch. ~" i Totall Sch.B Sch.C Sch.E I Pupils I Pupils Pupils Pupils Pupils Pupils : (%) '

04 04 03 02 [Yes I ~-

iNo I I Total I 04

Sch. = School

The L.a]J}(• .)b<)\···:

(100~·.; us·:::'d in

' 04 I 03 02

·],·_-,~ll']y :;~h••'-d:'; t~h.7IL :tll

he' sarnp.1{-' agr,?E·d 'hat

OJ

03

:tv:: i E

I 02 I 100 ' I

I 02 t 100

ei9hL00n pur-i1s they 'Jnde.':.-SL<>C\cl

Engl.\sh, :;J;h·j l'('i' ;"i.

t:hen ubl : to tlnderst~nd .)the!·

"'' . ,,

I I J

4.5.4 Whether a big class affects learning.

When pupils weLc Ctsk...::d '>·Jhether the bic; ':J.:·,s~ ?ff<?cts •-hp

pupils learning they said,' yes'. They said that they '·"ere too many in the. small classroom ancl teachers could not g1ve personal attention. This can be seen in table below;

Table lO.Big class affecting learning.

Decision-Jlch. A _I_ Sch. B I Sch. C I Sch. D Sch.E Sch.F To·tal Pupils Pupils I Pupils Pupils Pupils Pupils (%)

' 0'2 0:?. } (10

I i I I I ~~s ·----]_- Ll4_ . (J~_j __ 03 . j G2

I -L'!'_otal L_.Q..4_~_~_j __ oz __ ......J__o_3_ _0_2_. -~Q._j

The tabl(:> above (_~1~2~tr.ly st,Jt•?S that if J. cL.?tss 1s overcrovJded, ;Jupils find it difficult to understand 111

class as there is not personal attention to the pupils. All the eighteen s~lected ~upils resulting into :OO% said a big cJ~ss affec:ts learning.

5.0 Discussion of Results, Conclusions and Recommendations.

5.1 Introduction.

This chapter presents the Discussion conclusions ctnd recommendations made by

5.2 Discussion of Results.

The orobJ.em under study was to find

of the findings, the researcher

out the effects of handling a big class in c:eaching Engllsh language. The chapteJ~ anal'Jzed the findings o· the respondents; namely head teachers, class teo.chers 1 he-~ds of English Departments and pupils. They were drawn from six different schools namely Kinokyeika, I<,~:·, )nqa, Nyami ,Janda 1 Rr.>Jeny\·JaVJ,l, I<iq,:;nd~2,

a.nd Busisj p:c1mary ~~,_'hO(>ls in r;oima. Dist1 ict 1n i.,:•:!sLern Uganda. The schools ':·epresented in the rese:·, rch 'lse E'ng l ish as ths medium of instruction.

The differen~.:e in approach is t;Je result )f a government poU.cy introduced two years ago as pitrt of a necv thematic curriculum. Thr:; policy dictates that Juriw;r the first three years of primary education pupil:; mu:;t be >aught usin~r tlv~

mother tr.)ngu~:; of their area as he medium ,Jf instruction, ~,o.rith Eng] 1sh taught as a sr:-para'l:r- .subject, befor·:: svJ.itchingto English - medium instrtJction in year four. The policy is rooted in the idea that children pick up foreign languages more easily if first arounded in their mother to11que. English was the official langunge of insi~ruction in n}J school years.

According C') BZt,-11<-:::', the ~:::oo1 linat:n~ of the thc.·rr,acic curriculum at the Nati<:)nal c:urJ iculum Cevelopment Centre (NCDC!, progress reviews conducted in 2007 and 200tl shov; that rural schools have regi.ster·e>d .improved literacy since the curriculum was introduced.

Linguist Dr.Wangotta Masakala, from Makerere University's institute of languages says learning in a foreign language at the age of six or seven becowes a double task-chc? child is trying to learn the language :;nd at the same time tryin9 to appreciate 'the knowledge the t~acher is gi~ing.

The cochools cvhosco t.eachers ansv1ered quesc:ionnailes are situated in cural areas; 1'1here c··Jmmunities m:!.i.nly ,:}peal( the nati· .. ·-._ .L~ll1')UZ.-j~:. t-h~- r1!f':iJS _i_r 'lrh::Jn ::JrP.01S l_ivr-o "in an

environment that enhances their being a multicultural community, ethnic groups often spe-<k English home.

Issues discusse~ were as follows;

compec.enc(j j_n E:1'.;flish; cl1ildren from different

both at school and s c

The teachers were qualified up to Grade three teacher's certificate except for a few with higher qualification. There is need for t'lrther training of tne J.::ngllsh ceacll"r" for better performar·:e. The teachers were asked whether the overcroh!dEci classro·-ms atfected teaching English language. Eighty percent of tie teachers strongly agreed that the big class to a turie of one hundred pupils ,,,ere difficult tC' teach. The enrolment cf pupils in primary schools 1n Ugand& has risen to 7mil1ion. (I'10ES 2005) Nakabugo control leaEneL·s the slov:

(2007) stated, 1

a11d Ina11age; and especially those

ones'.

large classes are difficult therefore interacting tvith I·Ji th learning ci1.sab1.li cics dllu'

It was found out English language aids ttnderstanding of other subjects.-English language determines grades of other subjects. All subjects are tested in English. Table 5 shows all teachers agree to English aiding other subjeccts. One scholar said, 'chilclrel' .in poor rural school have a pooLer comm::,lJld ~~·:· P..nai i.sh" ;Jne of the reasons th,_:-}· 11ave: .::ons_ist·.-:::nt.Zy DerfonnP(; IJaclly in national ex(j·ms'. 01any r·,::Jnrljdates Gee fl(.-:lr_l··(l tor National Primae/ Lt..•c:vin9. Exttmin,::tt ic1PS · (PLt-:), d :J'quirement f(•r secondary school enLry, but no pupil s~>:1 t (:;s a distinction in En~rl.i.sh. l'h(:;' materials that support l~~rning of English ar~ not there in rural scho~Jls. There is need for more money to be directed into instruction materials.

Prnhlems fA~crl j_n tPAchinq a biq class were s~ri•)usly

discussed. It was found out that overcrov1cled classrooms, characteristics of the pupils and the government policies plus the learnipg environment and methods as seen in table 6, large class enrolment clue to Universal Primary Educati.on make it difficult to handle a big class. The teacher will be overloaded with work and may only teach the children to pass examinations. All pupi.ls "Jill not have aclequate t.i.me to participate\ in class. The pupils may ha~.7 e a negative at-::ltt:dc- 1"rJ'F1 1·r!s l~~nolish l<ingur~rrP hP(~r=Juse of Lhe home and soc:i.o-econnmi.c ba.ckqrouncl. The inadequate · nfrastructurr2· will make tl1e te~cl1i11q envirc•11ment more lifficult and

.1!

hence, cause a probJem faced in teaching a big English class.

Head teachers from six sampled different rural schools in Hoima District were also interviewed. Respective English teachers from samE· schools had been interviewed.

Seventy percent ( -o~-, of t:he teacher certificc=1 t.e h·-::1 ldcrs five. For better e~:t:J.ciency

their qualificati .ns.

head teachers were grade three while thirty ( 30 ·' l are grade there is need for upgrading

Just like English teachers, in table 6 the head t:eachers said the big cJ..ass affec<-.s the performance of teachers. tv1uhwezi. (2003) said 'ov·ercrnwding affects the opportunity to learn'. The pupils qE· out of control. ancl class management p1us a resourc0 constrained environment will. deter the pupils lee1rni.ng En• 1 ish J anguage.

VJhen discussing meLllocls used in teaching English 1anguage, it vJas realized thr:' need to combine efforts to make sure that English in and outside the classroom is spoken. Speaking the latl<Juage strengthe?ls the communicative comp8t~i1Ce Anrl leads Teachers of English languag8 skills of readin0 ana wri~ing. and oth~·r text books

to better performance. should put equaJ emphas1s on all cne English namely listening, speak1ng,

The l1ead teachers should avail :1ovels, to improve their vocabulary. The hea·:l

teachers agreed that thel-e Has neeci to give Lli(~ pup1J.,~ pr(~

vJriting octi'Iities to guide them into \,n:1ting and individual reme'dial work to be ·rive as often a.s possible.

Sic: Hee1ds of nP[l;ntments v1ere ~nterviewed on whether a big· class affects teaching Enolish language and whether Eng11sn language aids the understanding of other subjects. Table 7 shotAJS all the sampled Heads of Engl1sh Department agreed that English language influences the understanCIJ.ng of other subjects as all subjects are tested in English. t·1ugisha, a teacher at Kasonga primary school .said, 'children are more active during literacy (classes) ,which I teach in Runyakitara than during English language classes'.

It Has also est-ablished that a Dig class has an effect on teacher performance because it creates an over.load of ths curriculum to the teat·)J(=rs. They also agree,:I that ar: 1 -.1 'f!~l."CJ:dhldC'd (::.l ·; .. ; l.•~<~ull. in <!isciplinr? 1 io!-,lr~'JC,s, ::·,_::,~-::;lJUrcc:

constrained difficult.

Lhat make teachers

To fully understand the effects of handling a big class i~

teaching English languaqe, selected pupi1s from six different schools were asked whether they speak English at school. Most of then sairl 'cchey did ·,ot. When asked if thev understood English lcmgu fe, majorit of the pupils said it was hard for them tc reac: and Hrite ~:nglish langua(;e. They noted that tr?ach<-' s \-Jere us1ng t\40 lan·;Uages at school; the native langt tge from pr.imary one to :hree and English lancruage to the t!)'per classe~· . .'Ul pupils interact in tile same sch.)ol compound, cherefe>re it i.s very hard t.) enforce oth~?rs to oractice c;oeakinQ English while others speak vernacular.

h7h~n pupils Here d.sked v1hether the bJ.q class af (::,ct s 1:h.~

pupils lea1:ninlij they sa.id, 'yes'. they said that ._hey v;er~::

too many In the small -:::la.s.srooms and teachers c:culd no-:: qive person.al attention. They said that there are no text. books to read .. These problems definitely affect pupil's learning.

The pupils said English language aids in understanding other subjects. They said that other subjects right from primary on~? are i.-·n:ittcn, J.:aught and examined in Enqlish. Therefore i:._r:;achin~r Enql i'-;h lan9uaqe is ·Iltal :n all

5.3 Conclusions.

From that

the field handlin9 a

studv findinqs, the resec ccher disc:ov<-?rsd big ':'lass hds effects on t-eachj 119 Engli::-;iJ

' language.

F1rst, that the t0act1~r' s personali 'r ies P•r-,~(? p1:obl•.=>m:: affect teaching English language. The tec1chers have academic backgrounds on the English contenl to deliver. teaching methods that are used remain predominantly tracLitional 'talk and C'halk' modr; of dr::live:.:-y

v1eak The the

Second, that the charact:eristic s of the pupils J.r1 rural ar0as makE· tectcLinrJ EnciJlsh lan~; :agA difficult due to th~::: .-Jtt.il:udcs, ,JlY\:_: -~-Jnrrtr--n:· Anrl :1c,ri<J-r:::.c·._,nomi.c back,'}ro~tnds t.:he./ Jive i.n. fd).'·;er:t(·eism 5s .:!J.so 1ttribut~d to the abc·-.,·e.

Third, that th1'- overcrOI;/ded classrooms lead t:o shcrt2ge of adequate instn.ctional tilaterials that support teaching of English in l:UL .. tl schuvl:...,, .:tnd hi':]ll pup~l t.0 ::ou-.:11~...: i..ctLiv

minimizes possibilities of individual attention to the pupils.

F'ourth, that the nature nf the curriculum and the syllabus give the te3chers (tnd pur•ils too much content tha11 tlle~' can chew within limited time available.

Fifth, that government policy on education like on teacher ceil...t.ng limlt::>, Ll1e cilelltatic cuL-r.Lc:uluut ctinl ::.0 v11 dt:q.:Jr-i·vt:: pupils of enough teachers to co?er their course. The policy also dictates that during the r"irst three ~rears of primary education pupils must be tauqh< u.sinq the :;-t,)ther tonque c'l their area as tl1e r~editlm •Jf ins; ruction.

Finally, that ·the learning environment and assessment methods depri~Je teachers to water down th'2 curriculum to meet the exami.nati.1)ns reqttirements. The 1mpJ1Catlulls ot Lllr.= effects anci cnallenycs 1ck~ntiiied

j n this study beq for rw:--re focused education policies c1nd more su:JpOJ~t for teach('rs co handle bio9 classes when teachin0 Enqlish languag<-::. P~::ojing from the resul t.s of the· study, i.t Has C.(>ncJuded ::hr1 handlinsr a big l~·lass t]t~catly

affects the teacJlin9 of Engl sh language.

5.4 Recommendations.

In ?iehr

resea:cche.r c1f the made the

abo'.7<? .f inclings 3l1d

The personallty- of tl"l,e teachers teaching Englj.sh Lanquaqt: is t,;orrying and there is need for furthet· training of the teachers with weak a.:ademic background and knowledge of teaching English language. Methods of teaching English language shoul<;J be replaced with new ones to avoid poor teaching methods and practices. There is need for more qualified teachers to teach English language.

The1>2 lS need to Hork more on the characteristics of the pupils. More effort is reauired to deal with the ptlpils du0 1.0 1 h~i r h·-mlr:-' .snr:·io-r>c-nn,·;rnir bctckqrounds, 1·~::. H.\' Pmphct;:;i:::. on their ~.z1i!· .. in(;~ and 1:eadinq English lunguaqe. AbsQntt:C'isra dllcl (lropcq1l mu:.:;l hr, di:;t'()urAgecl tl1rou9h sen.s,ti::::ation c_ I I : ' ' : ~ ! . 1 l : r ' I : . • l { ! ~-, 1 .• ~ •

\I

Due to overcrowding, more tea..:.:he1s rnu:3t be rc::. ·uitod.

trained and qualified English The gc,·v'•2J..T"r:t·2:Dt --> ... -<Jli~ . .;:ed -::_:,:,

put up enough clas~:rooms to pupils due to Universal Primary

accommodate che Education ([Jpr~).

The nature of curriculum. needs to be revised reduce the overload so that teachers may not

lnflux of

so as to only teach

English language to enable pupils pass examinations.

Government is ~equired to change their policies concerning the recruiLmenL 01.: Lect(:iLers <.:.0 ctllr../v-, CihJUgh

English teachers to he in service so as to meet yud.~.ified

the demand of the over·cro\~ded classes. Pupils sir-Juld be promoted Oil

merit and thematic teaching should be d011e by qualified Englisl1 la11quage teacl1ex-~.

Lear11ing c:nvironm•2!nt must be changed to s11it easy learninq, reading and Hritinq English. There rnust be adequate infrastructure. The eading culture must be encouraged both at .sc..:itool C111u ct L n-:.illt•

LIST OF REFERENCES.

1. Baker and \'Jestrip 20•10); The English lanquage teacher's handbook. i-I( \:J ::.o teach large clasc.:es r..·Ji th few resources. Lortdon.

2. Blatchford ( 1990)' tea:her Education in Canada. T.;;r-,sp,=J ~~rh in Tt::laclH?r Educa tj_on

Pe2·spective.London: The F:clmer Press.

3. Brophy (1999); TeachiJJg, Educational Practices Series, No.1, Paris: UNESCO.

4. Kress, Giinther and Theo Van Leeuwen (1996); Readinq Images: The Grammar of VJ.:oual Design.

5. Ministry pf Education .:nd Sports (~!OES)

Education Annual Per forma 1ce Report. (2003/04);

6. Nalcah~1go (2007); Instructicnal Strat·?Qies fo1: large cJ.as.,~·es .Ln primary: school<: i: Uganda.

7. i~urL(,Ji, J_:.o:l;<j

Book.';: Irsights '-.- (. ~ '," .~, ~~ - (. 9 1· ·~ /,' ,_ ~

\)tn:i.c 1'"- ade1~s.

8 . .S.sebbuga, Okurut !2007), .Tr: ·tructional Strat\~'t'fJJ:·:·. fo_ largt:? classes. Centre i,- ne study or Int_~-::rnat i~:~na.L

CoopE-'rati.'Jn .1.n Educc1t:ion. \CI 1 'E.)

9. UnderHood Longman

(1987)' ClassJ:oom Management.

10. Uqanda NaUonal Examinations Board (UNEB) (20031; The achievement of pr}mary schoo) pupils in Uganda in English lJ.teracy and Nwncrac;.

11. 1/Vr?ndy Ijiomrt (2000); 'Tedch-:ng Eng.L}sh in -::112 }?rimary Schools' London.

l~'J/·_·,~:; .~;ol·Jd.i L•.i/1.:1: u~·c i ... :;; cJJ;,f lit•::;_LLt:' J~.~.::-~L-11.

~\Jd.'_;hinqt(•ll DC.!\n•· 1 ic·.i p __ ;\';-'fl• l(>~i-1<>11 ;\;~;s(y·i_ur_!·."ilJ

Appendix I

An interview questionnaire to Head Teachers.

Topic; The effect of handling a big class on English

language teaching.

Dear respondent, you are requested to kindly answer the

questions in this questionnaire so as to enable the

researcher accomplish his studies.

1. Name of study area ................................ .

2. Name of respondent (optional) ..................... .

3. Name of school/organization ........................ .

4. Is your teaching staff enough? (a) Yes D (b) No D 5. Is your teaching staff well trained? (a) Yes D (b) No D 6. If yes, what are the education levels?

(a)Degree (b) Grade V (c) Grade III (d) Advanced Level

7. Which subject is performed poorly?

(a) Eng D (b) Math D (c) Science D (d) SST D 8. What can your regard as a big class?

(a) 1-55 0 (b) 56-100 0 (c) 100-200

200+

D (d)

9. Does class size have an effect on teacher or pupil

D (b) No D

D

performance? (a) Yes

10. Does the English language aid the performance of other

subjects? (a) Yes D (b) No 0 11. If yes how?.' ...................................... .

12. What teaching methods are used in your school?

13. What is text· book pupil ratio during English language

lessons? (a) 1:1 D (b)1:2 D D (c)1:3 D (d) None

14. Do you have non text book material designed for English

language teaching? (a) Yes D (b) No D 15. Do your teachers teach specific areas?

the appropriate. (a)Grammar (b) Composition (c)

If yes tick

Both

16. What can be done to improve English Teaching?

Thank you so much.

37

Appendix II

An interview questionnaire to Teachers.


language teaching.




1. Name of study" area ................................ .


3. Name of school/organization ....................... .

4. Are you an English language teacher?

(a) Yes c=J (b) No c=J 5. If

(a)

yes, what do you teach in English

Grammar c=J (b) Composition

language?

c=J (c) Both c=J 6. Do you think English language aids the understanding of

other subjects?(a)Yes c=J

(b) No c=J

7. Does the first language have an effect on learning

English language? (a) Yes c=J (b) No c=J 8. If yes, how? ...................................... .

9. What do you understand by a big class?

c=J c=J c=J c=J (a) 1-55 (b) 56-100 (c) 100-200 (d)200+

10. What is tex~ book pupil ratio

during English c=J c=J c=J language c=J lessons? (a0 1:1 (b)1:2 (c) 1:3 (d) None

11. Do you have non text book material designed for English

language teaching? (a) Yes (b) No

12. What problems do you face while

teaching a big class?

13. Of the papers, what is hard to be understood?

(a)Grarnmar c=J (b)Composition c=J (c) Both c=J 14. What can be done to improve English language teaching in

a big class? ..................................... .

Thank you so much.

38

Appendix III

An interview questionnaire to pupils.


language teaching.






3 . Name of school/organization ....................... .

4. Do you find English language learning difficult?

(a) Yes D lb) No D 5. Why do you find English language learning difficult?

6. How many English teachers do you have in your class?

(aJ 1 D (bJ 2 D (cJ 3 D (dJ 4 D 7. Of all the papers taught in English, which one is

difficult to understand well?

(a)Grammar D (b) Composition D (c) Both D 8. Do you speak English at school?

(a) Yes (b) No

9. Do you think understanding English helps you understand

other subjects? (a) Yes D (b) No D 10. Are

English

there specific teachers who help you understand

language better? (a) Yes D (b) No D 11. How many are. you in class?

(a) 1-55 D (b) 56-100 D (c) 100-200 D dJ 200+

12. Do you think big numbers affect your understanding of

the English language? (a) Yes D (b) No D 13. What other problems do you face in learning English

language?

Thank you so much.

39

D

Appendix IV

An interview questionnaire to Heads of English Department.

Topic; The e£fect of handling a big class on English

language teaching.






3. Name of school/organization ........................ .

4. Is your teaching staff enough? (a) Yes D (b) No D 5. Is your teaching staff well trained? (a) Yes 0 (b) No D 6. If yes, what 'are the education levels?

(a)Degree (b) Grade V (c) Grade III (d) Advanced Level

9. What can your· regard as a big class?

(a) 1-55 0 (b) 56-100 0 (c) 100-200 0 (d) 200+

9. Does class size have an effect on teacher or pupil

performance? (a) Yes D (b) No D 10. Does the English language aid the performance of other

subjects? (a) Yes D (b) No 0 11. If yes how? ....................................... .

12. What teaching methods are used in your school?

13. What is text book pupil ratio during English language

lessons? (a) 1:1 D (b)1:2 D D (c)1:3 D (d) None

14. Do you have non text book material designed

language teaching? (a) Yes D (b) No D 15. Do your teachers teach specific areas?

the appropriate. (a)Grammar (b) Composition (c)

for English

If yes tick

Both

16. What can be done to improve English Teaching?

Thank you so much.

40

Documents

THE EFFECT OF HANDLING A BIG CLASS ON ENGLISH …