Classroom interaction experience is one of the main parts of students' learning lives. However, surprisingly little research has investigated students' perceptions of classroom interaction with different attendance policies across different class sizes in the higher education system. To elucidate the effects of class size and attendance policy on…

The focus of this study is to explore EFL teachers' perceptions, evaluations and expectations about English language courses as EFL in Saudi tertiary level. In other words, this article aims at creating a new avenue for effective EFL teaching-learning curriculum techniques and syllabus in the Saudi tertiary context. Saudi universities offer credit…

In recent years, education quality and quality assessment have received a great deal of attention at Higher Education Institutions (HEIs) in Bangladesh. Most of the HEIs in Bangladesh face severe resource constraints and find it difficult to improve education quality by improving inputs, such as better infrastructure and modernized classroom…

This paper examines the effect of class size on student evaluations of the quality of an introductory mathematics course at Lund University in Sweden. In contrast to much other studies, we find a large negative, and statistically significant, effect of class size on the quality of the course. This result appears to be quite robust, as almost all…

A regular feature of the Nigerian tertiary education context is large numbers of students crammed into small classrooms or lecture theatres. This context had long begged for the creation of innovative learning spaces and adoption of engaging pedagogies. Recourse to technology support and experimenting with the WIKI as a learning tool at the…

In this study an attempt is made to go beyond traditional enrollment accounting. By use of a student questionnaire on the design of individual classes combined with course enrollment data, tentative individual class size standards have been established. The results of this survey are presented in appendix 1, which contains tables covering 1973-74…

The responses to questions of class size, degree requirements, starting salaries, and teaching load from 156 academic institutions involved in foreign language teaching are revealed. These may be benchmarks for evaluating and improving programs nationwide. (PMJ)

Effects of course characteristics on student ratings in a variety of instructional situations were examined. Data were collected from 1,777 classes in five departments at all levels of instruction over three years. Overall results confirmed generally accepted trends, but in some departments at particular levels of instruction, relationships varied…

Based on the comparison of a regular-sized (n=25) and an oversized (n=54) class of college students taught by the same instructor, significant superior performance was found in favor of the large class. This disparity persisted even when a switching regression model (with endogenous switching) was performed. Only 39% of the learning disparity can…

Presents results of a study comparing student class size preferences among first-year college students and upper-division students. Reports that first-year students prefer small classes and upper division students prefer large classes. Concludes that experience in larger classes results in a stronger preference toward the large classes. Urges…

A study of large group language instruction in Nigeria draws on experiences of 33 teachers providing remedial English second language instruction in Nigerian universities. The report presents: teacher experiences and perceptions of class size (often over 100); a questionnaire used to investigate practices in and attitudes toward large classes;…

A survey of 113 college and university second language teachers in Japan, Nigeria, and other African countries gathered information on attitudes toward and concerns about teaching large classes. Responses to one question, "Large classes make it difficult to do what I would like to because...," were categorized into three groups:…

Students' perceptions of instruction in large classes are summarized, based on standardized questionnaires administered in lower-division large classes. Students' ratings of classes and responses to open-ended questions are discussed in terms of content and amount learned, specific instructional dimensions, and evaluation processes. (MLW)

Formative evaluation of teaching is discussed, and ways of obtaining diagnostic feedback that will lead to improved teaching in large lecture classes are examined. A Teacher Behaviors Inventory is included. (MLW)

Analyzes undergraduate research projects in biochemistry and related subjects at British universities. Discusses the trend toward students doing less research as part of their undergraduate study. Reasons cited for this trend include increased student numbers and costs. (DDR)