The implications of large classes on active learning at University of Rwanda-College of Education

Abstract

The gist to this study was to explore the issue of large classes at University of Rwanda-College of Education and determine its implications on active learning. Descriptive survey research design was used and classes of over 100 students were sampled. The sample size comprised 10 lecturers and 23 class representatives. Primary data were collected by means of one to one interview for lecturers and student’ class representatives. Secondary data were analyzed statistically while primary data were analyzed thematically. Results indicated that large classes limit the level of students’ engagement. This study therefore recommends the (i) set up of a long term plan for the college to recruit more academic staff to reduce the class size, (ii) the enforcement of the use of ICT to support students’ engagement beyond the physical classroom, and (iii) the use of other cost-effective pedagogical strategies that enhance active, collaborative and peer learning in large classrooms.