Research Symposium

BIO

Sydney Feldman is a second-year psychology major with a minor in philosophy. Although she has no previous research experience, her participation in UROP has influenced her to expand her research skills and pursue programs such as DIS. Her faculty mentor is Dr. Adrienne Barnes Story, and her co-presenter is Yoonho Hwang. During her time in college, she intends to earn an additional Bachelor of Science in Human Development and Family Sciences. After completing her undergraduate studies, she plans to attend graduate school and eventually work as a psychoanalyst.

Large Class Pedagogy: Teaching Through Interactions Framework

Abstract

Large class sizes are a significant challenge in Sub-Saharan Africa, where rapid population growth and limited government support strain educational systems. In countries such as Malawi, and Kenya average classrooms are considerably larger than typical American schools, creating barriers to effective instruction and equitable access to quality education. Despite the prevalence of large classrooms, limited research has examined effective large-class pedagogical practices within this regional context.
This study aims to explore educators’ perspectives on large-class pedagogy, identifying perceived barriers and instructional strategies used to promote student engagement and learning. Participants were sampled from 6 Teacher Training Colleges, and 9 Teacher Training Schools, representing urban, peri-urban and rural schools. Patterns of instruction were observed in these classroom settings, and organized into four categories: Positive Climate, Negative Climate, Teacher Sensitivity and Regard for Student Perspectives.
Future research should assess the effectiveness of instructional strategies on student outcomes and inform policy support for large-class environments.

Keywords: Teaching Through Interactions Framework