ASSESSING THE IMPACTSOF LARGE CLASS SIZE IN ENGLISH READING COMPREHENSION LESSONS: THE CASE OF GRADE 9 STUDENTS IN TATEK LESIRA AND AGAT SECONDARY SCOOLS, SOUTH GONDAR ZONE, AMHARA REGIONAL STATE

Abstract

The main purpose of this study was to identify the impact of large class size in teaching reading comprehension. In line with this, the intension of the study was particularly to identify challenges that both teachers and students encounter while they attempt to teach and learn in English reading comprehension lesson due to large class size; and to assess what the teachers are doing to minimize the impacts of large class size. The study was conducted in TatekLesiraand Agatsecondary schools. To conduct the research the descriptive survey research design and mixed approach;quantitative and qualitative research method was employed. The data were collected from 54 students and 3 teachers of English language; and observations of six classrooms. Three instruments, questionnaire, interview and observation were used as data collecting tools. The quantitative data were analyzed using numerical (percentage); and the qualitative data were transcribed, elaborated and narrated in words. The findings of the study revealed that large class size is a main cause of instructional, psychological and social problems in teaching learning process of English reading comprehension lesson; and therefore negatively impacts the teaching reading comprehension lessons. The result of the study also revealed, although teachers are trying to minimize the impacts of large class size, their commitment was not as significant as required. Finally, based on the major findings, teachers shouldconsider reading lessons in their lesson plan; and teachers should take diversified pedagogical actions and draw the attention of individual students in order to help students and reduce the class size or to minimize the impacts of it; and maximize to practice teaching English reading comprehension lessons