Teaching in Large Classes: An Evaluative Case Study on a Speech Communication Course

Abstract

he case study evaluated the changes brought about by the implementation of the large lecture-small recitation class mode in the delivery of an introductory speech communication course in terms of 1) syllabus; 2) teaching strategies; 3) teacher-student interaction; 4) the effectiveness of current teaching strategies in achieving said course objectives and 5) teachers concerns regarding the mode. Six Speech Communication 1 (SPCM 1) large lecture class teachers of the University of the Philippines Los Baños (UPLB) and 716 students were surveyed and/or interview during the 2nd Semester 2014-2015. Results showed that the syllabus content remained unchanged. Large class teachers cited dissatisfaction with the synchronized, time-bound schedule and large student number that constricted the use of different teaching strategies and minimized teacher-student interaction. They used a wide variety of group dynamics and interactive teaching strategies in the generally expository nature of their lecture classes. Students’ perceptions of their lecture teachers as influential and friendly leaders were found higher compared to their teachers’ self. Students’ responses towards the large class mode were generally positive with only a few students calling for policy recall. Nonetheless, the SPCM 1 teachers remained concerned about the effectiveness of the large class mode in achieving the course objectives. The study concluded that the SPCM 1 large class mode has been received positively by the students and has worked because of the concerned teachers’ personal efforts despite persistent beliefs that small classes are the best approach to delivering a communication course. The study recommended significant institutional measures, incentives, and continuous professional faculty and staff development and mentoring programs on large class teaching and other educational changes.