EFFECTS OF LARGE CLASS SIZE ON LECTURERS' EFFECTIVENESS IN TEACHING, AND ASSESSMENT PRACTICES AT THE UNIVERSITY FOR DEVELOPMENT STUDIES, TAMALE

Abstract

The study investigated the effects of large class size on lecturers' effectiveness in teaching, supervision, and assessment practices at the University for Development Studies. The study utilized an exploratory sequential mixed approach of research. Data were gathered using questionnaires and interviews. The study included 172 lecturers and 390 students from a multi stage sample. The data was evaluated with mean values, standard deviations, and basic linear regression. The study found that large class numbers altered lecturers' instructional approaches in the lecture halls. Lecturers believed that large class sizes influenced their supervision and assessment techniques. Students also thought that having a high-class size affected their academic achievement. Studies found that there is no statistically significant link between large class sizes and student learning. The study indicated that large class sizes should be lowered to promote high-quality education and student success. The study recommended that, large class sizes should be reduce, this may involve hiring more lecturers, increasing the number of teaching assistants, and or exploring alternative delivery modes such as online learning.