Issues and Challenges in Doing Action Research in a Public Sector University

Abstract

The papers discusses the issues and challenges of doing Action Research project for improving English Language Teaching in Large Classes at bachelor Level at university of Sindh, Jamshoro, Pakistan. The paper also discusses the events of data collection during the project. The data has mainly been collected in two phases: the first for the reconnaissance and secondly for intervention purpose. The paper presents an assessment of how far I was able to achieve research aims set for the success of the project through evaluation criteria formed by discussing and reflecting on the findings of the study. The paper also looks into the future of the research for its broader significance and implications for other teachers, students and researchers. It also discusses the implications and recommendations for English Language teachers dealing with the issues of large classes. This also includes a number of guidelines which have emerged from the fieldwork and while writing up this paper. Lastly, it discusses the contextual issues, which have affected the present study and might affect future research in the similar context.

Headnote

Abstract

The papers discusses the issues and challenges of doing Action Research project for improving English Language Teaching in Large Classes at bachelor Level at university of Sindh, Jamshoro, Pakistan. The paper also discusses the events of data collection during the project. The data has mainly been collected in two phases: the first for the reconnaissance and secondly for intervention purpose. The paper presents an assessment of how far I was able to achieve research aims set for the success of the project through evaluation criteria formed by discussing and reflecting on the findings of the study. The paper also looks into the future of the research for its broader significance and implications for other teachers, students and researchers. It also discusses the implications and recommendations for English Language teachers dealing with the issues of large classes. This also includes a number of guidelines which have emerged from the fieldwork and while writing up this paper. Lastly, it discusses the contextual issues, which have affected the present study and might affect future research in the similar context.

Keywords: action research, issues, challenges, bachelor level, English language

Introduction

This paper discusses a collaborative action research project conducted for my doctoral studies to improve teaching and learning in large classes at University of Sindh, Jamshoro, Pakistan (UoSJP), a public sector university. The study shows how action research projects can be helpful in brining practical solution of the classroom problems by sharing responsibility with the students for learning and teaching. Through this kind of research new model of teaching can be developed as against traditional lecture method model of teaching prevailing in our educational system. The findings of the study have been validated collaboratively by critically analyzing the outcomes of the research. The context of the study has key importance in validating the findings; however the findings can also be applied in the similar context. Research has been conducted in two phases, the first phase for reconnaissance on the basis of which second phase for forming intervention strategy and its implementation. The research has introduced cooperative practices aimed at understanding how new teaching strategy can be planned implemented. Throughout the research process, there are various themes which have emerged from reflection on the data collected during both the phases. There is a concluding reflection on critical issues that might affect future research.

My position in improving teaching at the University of Sindh, Jamshoro Pakistan (UoSJP) is that of an insider whose structured understanding of the relevant context is enhanced in attempts to improve teaching and learning. This project is aimed to use collaborative methods to improve understanding and practice in all participants through the research process, including myself.

Hence the aim of the paper is to promote Teaming-focused' teaching through critical reflection on professional practice. The study also suggests how students can be empowered to take control of their own learning, by giving them autonomy and, by creating a socially just and democratic atmosphere in a class. It also shows how large classes, exceeding a hundred students, can be managed by changing teaching methods and by increasing students' participation through group learning and the deployment of group leaders.

Literature Review

Large classes are one of the most important issues for developing countries. Research hasbeen done on relative advantages and disadvantages of both small and large classes (Wrightet al., 1977; Smith and Glass, 1979; William et al. 1985; Zahorik, 1999). Large classes aregenerally considered to be a hindrance to learning due to overcrowding which causesclassroom management problems (Nolasco and Arthur, 1986; Coleman, 1989d; Hayes,1997; Li, 1998). However, a reduction in class-size is not feasible for many developingcountries because of financial constraints. Therefore improving learning in large classes is aquestion that teachers and researchers need to pursue for educational development.

There is a lack of consensus among the researchers on various aspects of class size: for example, what is the optimum number of students in a class? Are small classes better for effective learning? Can class size be fixed for all levels and for all subjects? The issue of large classes was explored systematically in the 1950s and then there has been frequent interest in the issue from the 70s onwards (Glass et al., 1982). For the last two decades, there was increasing interest among researchers in the issue of large classes due to 'widely publicized calls for improving education access for all the world's children' (Benbow et al., 2007, p. 2). Researchers have approached this issue from various angles, from identifying the problems of large classes to suggesting the techniques to handle them. Various angles of classroom dynamics have been discussed with the view of making learning more effective. Researchers often start by addressing the class size phenomenon as a problem for teachers. Some researchers support the argument that large classes are aproblem for teachers whereas others support that reducing class size does not increasestudents' learning. However, there is a general assumption that small classes give better results than large classes (Al-Jarf, 2006). Literature identifies large classes as a common problem in education all over the world especially in developing countries like Pakistan, Sri Lanka, India, Nigeria, and Kenya. There are two main reasons for the emergence of large classes in developing countries: global initiatives for universal education and rapid population growth (Benbow et al., 2007).

Research also points out potential problems of large classes which affect teaching and learning in many ways. Motivating students in large classes is an important task and it is difficult to attain in large classes especially for newly qualified teachers. It also affects classroom instructions and management. Due to financial restraints, there is not sufficient help in terms of teacher assistants, handouts, and technological support that are available for teachers in developing countriesto cope with large classes. Moreover, there is little training available for teachers, especially for university teachers who spend many years in formal education; they spend little time in getting training required for teaching (Shigri, 2009). Faculty also receives little training in publishing, designing, examination, assessing students, or any formal training in conducting research and developing research agenda (Luna and Cullen, 1995; Shigri, 2009).

The review of literature shows that the issue of large classes is complex and controversial in many ways. The definition of large classes, debate over advantages and disadvantages of large classes and the techniques of coping with large classes are issues, which are hard to be resolved unless practice-based research is conducted. It also shows the need for teacher training to cope with large classes. Literature review establishes the need to approach the issues of large classes through effective intervention. It also establishes the need to observe and understand the teaching ractice in socio-political and sociocultural context, which will be important as UoSJP presents unique learning and teaching conditions. Therefore, attempts to improve teaching and learning will be subject to taking account of contextual issues to form intervention.

Methodology

Since the research aims at bringing practical improvements in the educational context where I am a practitioner, the methodology for the research needs to be such that facilitates the practitioners' research. Action research has provided a suitable framework for ascertaining and developing knowledge through collaboration of colleagues; it is also a suitable methodology for context based and practice-driven research for practical improvement. Therefore, reference to the principle structure and approaches to action research are the dominant features of the paper.

I undertake the issue of language teaching a practice-based approach within the action research framework as outlined by McNiff (2002) and Kemmis,McTaggart and Retallick (2004). Using this methodology, I improve the action by reflecting on my own practice and those of the participants through a collaborative process. This is a typically salient feature of the action research process of on-going cycles of reflection and action (Schön, 1983).

There are the aspects of classroom teaching which I have observed and analysed for indepth understanding of existing pedagogy and then formed an intervention strategy to improve them through a series of lessons employing innovative teaching methodology.

The study also aimed at suggesting ways to teachers to accept the responsibility of improving their teaching methods through personal research projects. During the implementation of the intervention, instead of just understanding theoretical knowledge about classroom teaching, I have ventured into generating knowledge from the practice to bring about improvements in teaching and learning.

The theoretical approach which I pursue is drawn largely from both, Freire (1972) and McNiff and Whitehead (2005) - in particular the idea that knowledge is not static but fluid and can be generated through action and reflection. The emerging knowledge from the action is an indispensable resource for educational improvement. Thus, research is based on practice and enquiry and research knowledge is generated through interaction with the key participants.

Classroom teaching was observed at UoSJP and students and teachers were interviewed in the first phase of data collection. The teachers' and students' perceptions of education have been understood within their context which problematizes the teaching and learning process which is otherwise taken-for-granted.

The classroom teaching process generally favours some and ignores and marginalises others. The problem is aggravated when some students continue to dominate the class with their participation and others continue to be deprived through the traditional lecture method of teaching. I have attempted to develop teaching methods that focuses one very one in the class based on the assumption that everyone is of equal importance in the class and therefore should be given equal opportunity of participation for learning.

Although much of the improvement has been achieved collaboratively by understanding the teaching methods, the initial impetus was based on Shamim et al.'s (2007) work that addresses the issues of large classes to maximize learning in language classes.

I came to understand that teachers could work to improve their teaching conditions byproviding autonomy for their students in the classroom. Teachers could conduct research onthe issues that concern them by taking account of contextual and sociocultural aspects of their practice; they could also be encouraged and trained in this regard. This study has also involved teacher training and teacher-development through collaboration with a colleague who will be referred as teacher C in the paper. She has been a key collaborator in the intervention strategy.

I have attempted to remodel and reshape teaching and learning by bringing marginalised students to become an active part of the learning process. The study took place within a particular social, political and professional context. Therefore, dissemination of the findings will need to take account of local cultures and contexts.

Phase One of data collection: Reconnaissance

The overall object of reconnaissance was to gain an in-depth knowledge of teaching and learning patterns by engaging in discussion with teachers and students and observing classroom teaching in real time. I used various relevant data collection tools for the reconnaissance phase.

Preparing intervention on the basis of data collected in Phase One

Preparing intervention was the most critical part of my research and study. The main idea behind forming intervention was making language classes interactive rather than as a traditionally-oriented language teaching method. The flexibility of the plan was considered while planning intervention so as to accommodate changes and improvisation in the action. As an important feature of action research, it directs intervention that accommodates changes as the action takes place.

Intervention was planned for the first semester in Remedial English in two separate classes. Initially eighteen lessons were planned (nine for each class) in Groups A and B. The lessons were adopted from the textbooks of Remedial English course. Each lesson consisted of fifty minutes of classroom teaching time. The lessons were mainly planned with my own judgment and understanding of CLT and with the consultation of the students and the fellow teacher.

Phase Two of data collection

After the data collection of Phase Two, I revisited the design and included the steps of the second phase as they occurred. Sixteen classes were planned for two different departments by two separate teachers practitioners: one by me (group A) and the other (group B) by a colleague. The intervention plan was carefully made on the basis of data collected in the first phase. However, each class brought the data from monitoring strategy and the changes were incorporated for the next class. Hence, each class was seen as part of a spiral cycle which included planning, action, observing, and reflection. At the beginning of the research, I was apprehensive as to how my research would develop due to the unpredictable nature of the action phase. However, the research process unfolded the events as the action was taking place and through reflection on the action, improvements were adjusted in the teaching plans.

The colleague (Teacher C) participated in the discussion regarding her teaching after some of the classes, which brought the data for the planning of successive classes in Group B. Although the plan was to replicate teaching of Group A for Group B, Group B teaching became itself an independent part of the action research cycle. Similarly, the action plan was changed for Group A on the basis of reflection on each lesson. Both the classes were observed through a volunteer student who had recently passed their MA in linguistics. Some of the classes were recorded as well for the purpose of comparison with the classes video-recorded during the first phase. During the action, students' feedback was also taken through a group discussion in both the classes. I tried to take their feedback through an interview after each class. However, that couldn't be possible especially for the students of Group B as I couldn't have access to them directly due to their busy schedule with other classes. The second phase of the data collection ended with students' interviews from both the departments, distribution of questionnaires, and Teacher C' s interview regarding her overall reaction to the action plan and new way of teaching.

Validity and reliability are very important in research. Data collected through various sources have been used to maintain the validity and reliability of the data as the use of more than one approach to data collection has increased the validity of the data.

Outcome of the study and data analyses

The advancement in research was guided through reflective practice which is informed through the choice of methodology. The study has not only helped in developing pedagogical solutions for ELT in large classes, but it has also contributed to my professional development. My epistemological stance has not been static, but has developed through action and reflection. It has also strengthened my belief that pedagogical development is an on-going issue, which can be improved through a practice-based approach.

The context of study has great importance in understanding the research, therefore my teaching plan was affected with the social settings of the institute and the unpredictable nature of the timetable. Hence, I went into the field with a flexible plan open to changes. I used the criteria for success of action research on the basis of my commitment to improve language teaching in large classes guided by the critical feedback of the participants through various data collection tools. Thus, my work can be judged based on my own criteria established for the success of the work along with the research participants.

The analyses of the initial data show that language learning takes place at the UoSJP in a complex phenomenon, which is common to developing countries. On the one hand, there is a lack of infrastructure; on the other hand, teachers are poorly trained in language teaching.

There is a lack of resources, a lack of suitable furniture for language teaching, and an absence of visual aids. Although there is a change in the syllabus from being literature-oriented to language-oriented, the implementation of this syllabus is still a problem as teachers are less motivated to change their teaching methods due to a lack of required training. Therefore, teaching continues to be in the traditional way regardless of any changes in the syllabus. Reluctance to introduce any change is also due to the sociocultural influences on the teaching. Teachers transfer knowledge rather than sharing it. Therefore, teachers consider that changing teaching methods are difficult because of the learners' traditional orientation and behaviour for classroom learning. It also shows that learning cannot be seen in isolation, but needs to be seen in a broader social, cultural, and educational environment. Teachers as well as students feel comfortable in large classes contrary to their belief about large classes being difficult. However, the teaching method remains unchanged regardless of the number of students in the class. Both students and teachers feel bored in small classes due to fewer students' participating in them, which results in less interaction in the class. Students also feel more comfortable in large classes as there is always interaction taking place in them, and interaction is less in small classes. In small classes, teachers have to speak most of the time not only to cover the syllabus but also to maintain the interest of students.

The issue of mixed ability is reinforced with the teachers' pattern of attention. No pedagogical measures are taken to raise the abilities of the 'back-benchers'. Although teachers were aware that the current education system reinforces the importance of getting a certificate rather than learning, there was hardly any effort to mitigate this condition. There is hardly any effort from the teachers' side to introduce equality among the students in giving attention. Classes represent a social microcosm where students of different social backgrounds come together; their learning patterns also strengthen their differences .Despite the adverse conditions for change, teachers also show aspirations to change and a willingness to improve the teaching conditions. However, they are aware that due to the prevailing de-motivating conditions a change will be slow as is the case with other public sector institutes. They are also aware of the need for teacher training programmes for improving professional skills.

Reconnaissance into language teaching at the UoSJP has also shown that language teaching is affected not only because of physical conditions, but it is also affected by the teachers 'beliefs about teaching in large classes. Some of the assumptions of the teachers contrast with the students' perception of their learning pattern. For example, students enjoy doing group work, they can peer-assess and are also motivated to accept any change. However, teachers resist change and resist power-sharing with students, whereas, students feel privileged to take more responsibility that can benefit their learning. Therefore, students seem more willing and flexible to adopt different roles and patterns of learning as compared to teachers. Reconnaissance informs that there is a need to find out ways in making learning more effective, by increasing the students' participation in a class, and motivating teachers to take responsibility for improving their professional skills.

I was interested to see the teachers' way of interacting with the students and students' interaction with each other. Video recording also showed the external factors such as students arriving late, echoes in the classroom, and the noise of fans that affect the classes. I also wanted to show the learning outcomes for the new teaching method. The effectiveness of the teacher is shown in recognizing and managing these factors. The visual data can have lasting effects and can also be shown to other colleagues later on who want to adopt new teaching method for better learning outcomes. Using a visual medium can allow colleagues to reflect on their own teaching strategies and use the video as a learning aid. Learning from the teaching in a new way has great value for both Teacher C and me for our professional development. It has helped us in understanding the complex phenomenon of teaching where our methodologies play an important role in the student's learning. My role in the research and assisting her in improving learning and teaching, has given me an in depth understanding of learner behaviour and the teacher's role in it. I have learnt through the analysis of the data that students are willing to change their patterns of learning. They have shown flexibility and willingness to get used to any new learning pattern introduced by the teacher. The students' learning and the impact of the new teaching has been clearly articulated through their interviews. The focus of the study was to improve learning by implementing innovative methods for practical outcomes. It has given students the opportunity to learn in a different environment from the one that they were used to. It gave them the opportunity and confidence to discuss their problems and solve them through their own initiatives supported by the learning methods created by the new teaching methods. It helped them to assess their abilities and work towards improving them. It also brought them closer to the teacher where they could ask and get responses to their queries. It also raised their academic potential for learning for the sake of learning. Although it was hard to predict about grades and the improvement in language skills, the new learning style should have positive effects on their grades and language skills, as their learning method has improved through this study.

I have shown the analysis of data collected to show the true picture of teaching in two separate classes. I have worked closely with the participants in an attempt to change the culture of learning. The classroom teaching and their analysis, participants' interviews, and my own reflection on the data show that I have been successful in achieving many of the targets, which were set at the beginning of the research, such as increasing students' participation and creating a classroom atmosphere of the class based on social justice and equality.

The process of action research cycle - plan, act, review, evaluate, and improve and move forward - sums up the outcomes of the study. Through the action research process, I engaged with teachers and students for understanding language teaching at the UoSJP I have attempted to understand how teachers and students operate in a complex situation, which is common to many developing countries: namely, a lack of resources, poor infrastructure and lack of teacher training.

Taking contextual factors into account and using my judgment to address the problems, the lessons planned were aimed at improving students' performance in the class which have left positive impacts on their behaviour of learning. The research has met the aims of practical improvement by generating effective measures to improve participants' learning methods. Hence the study has focused on a neglected area of pedagogy and makes a useful contribution to the domain of teaching in large classes. In collaboration with students and teachers, we have explored ways to manage learning in a complex situation filled with sociocultural influences that affect learning. The study also shows the importance of modelling appropriate teaching behaviour through the teacher, and the importance of training students to acquire skills to create knowledge using each other's learning experience.

The classroom teaching was aimed for everyone regardless of their learning capabilities, background education, and sitting-positions. These factors generally affect learning and create an undemocratic and unjust environment in the class whereas through the new teaching, the students' style of learning became different and congenial to acquire education. The value of the students' contribution, knowledge and experience were acknowledged and enhanced, which enabled them to take up the responsibility for their learning and those of the peers.

Considering external factors which affect learning

There are various factors identified, which affect learning in the four domains of teaching where a teacher and student has little or no control over: classroom setting, teachers' lack of required training, political conditions of the university, and exam schedule and workload of a teacher. Firstly, classroom infrastructure creates problems like echoing, steel chairs rattle when arranging them in groups, and rearranging them in rows. Noise affects instructions, and it creates an unpleasant feeling for the learner and teachers. It also indicates a teacher's lack of capability of controlling a class. The problem is aggravated during the summer due to the noise of the fans. Giving instructions was a problem that I encountered frequently during the beginning of the lessons. I managed the problem of echoing by changing positions in the class while giving instructions so that I could be audible to everyone. I also repeated the instructions through students sitting at distance positions.

Secondly, lack of training and willingness generate a lack of change in innovation and experiment. Although Teacher C and I tried to overcome this impediment through our commitment, this was a problem for other teachers. Thirdly, there were frequent boycotts due to student politics, which affect continuity of lesson. It caused more problems in replicating teaching in Biochemistry due to Teacher C's lack of sufficient collaboration because of her busy schedule and burden of completing the syllabus. Fourthly, administration's decision especially in arranging mid-term exams affected the overall teaching in the institute. Lastly, teachers were overburdened with teaching and administrative work as in the case of Teacher C. The scenario reinforces how critical it is to impart education. Despite all these factors affecting learning, an attempt was made to increase learning through a commitment to research.

Implications and recommendations for teaching colleagues

There are two significant issues coming out of my research, which will be helpful for teachers working in large classes at higher education level: 1) change is possible with teachers' commitment to pedagogical improvements, and 2) capable students can be mediators between a teacher and slow learners in helping them make learning possible for all students in a class.

Implementation of the research results

The essential idea of the research was to bring practical and lasting effects to the teaching of large classes. Therefore, it is important to look at how far the findings can be helpful for a lasting and permanent impact on the universities pedagogical issues.

I do not believe that transferring my pedagogy may be fruitful if it is not combined with the teacher's own understanding and knowledge of teaching. Therefore, I do not claim generalization of my pedagogy that I suggest without contextual relevance for it. The teachers' role in the improvement of education is vital as it is s/he who has to carry out the changes and implement them. Therefore, the professional training of teachers is essential. Teachers need in-service training programmes to enhance their professional skills and to be able to manage change. Teacher training programmes are widely supported by the researchers (Farooq, 1995), but merely theoretical knowledge will not help in improving education. Farooq (1995) also realizes the difference between the theoretically remote nature of teaching training, which does not take into account the current and local knowledge about teachers' development. Allix (2003) also suggests the importance of direct involvement in methodological principles to seek solutions to problems by emphasizing the learning experience and by working collaboratively. In short, it requires commitment and motivation for experimenting change.

Significance of this research is embedded in action research process

Freire (1972) attacks the banking model where teachers deposit knowledge into students. These kinds of practices existed to educate students at UoSJP in which, as Freire (1972, p.58) states ,Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This isthe "banking" concept of education, in which the scope of action allowed to students extends only as far as receiving, filing, and storing the deposits I worked through a completely different model where participants were part of knowledge creation, and where students were treated as subjects rather than objects in the world. Knowledge was not considered to be external to people and laid out to them by teachers butit was generated through interpersonal connection. I have referred to Freire (1972) as a theoretician and practitioner. The focus of the theory isin modelling a different style of learning as opposed to the banking model of depositingknowledge into learners. The research was, therefore, based on the ideas of emancipation through the acquisition of knowledge by the dialectical process, as Freire (1972) suggests, The teacher is no longer merely the-one-who-teaches, but one who is himself [sic] taught in dialogue with the students, who in turn while being taught also teach. Students were given the responsibility of changing their previous practice and learn a new one through the process of self-teaching and self-learning. The study reveals that students do not need to be fed and have knowledge transferred; they can be part of the learning process by changing their role from a receiver of knowledge to a sharer of knowledge. Students at the university level are mature enough to understand the teachers' methods and to adjust themselves to them. There are capable students in every class who can give support to teachers in (re)modelling their teachers' role for motivating students, assessing fellow students, and helping to organize group work. They can become a bridge between those who do not get an opportunity in the class and the teacher by being part 'in the process of liberation' which ' is essential for the oppressed to realize that when they accept the struggle for humanization they also accept, from that moment, total responsibility for that struggle' (Freire, 1972, p. 42).

This study shows the significance of the action research process in bringing practical improvement to education. I have understood that students feel concern for each other's learning, and therefore they can help each other in peer learning. I realized the capacity of students for helping each other and improving language skills. Hence, the study is also significant in realizing students' potential to self and peer learning and their capability of generating knowledge. They can feel confident with their learning by acquiring cognitive skills for improving their language output and learning patterns. Group work can create a habit of exploring, and increasing their understanding towards a more socially just society. The action research process helped me to recreate my identity as a teacher and a researcher. Through this study, I have come to know the importance of dialogue and giving voice to people to generate knowledge that can help in improving learning conditions. The action research process also brought the realization that knowledge is fluid and dynamic; it is not static. I also came to know that each teaching condition is different; therefore predefined theories of teaching may not completely help in all conditions. As a result, my ontological and epistemological values are based on practice. Having presented the significance of the study, in the following section, I discuss how the study can be disseminated for the benefit of teachers, students, and researchers working in a similar context.

Summary and conclusion

I have offered a new way to teach within a challenging context, which I hope will contribute greatly in the field of education. I began by showing how education is imparted and how teachers, as well as students, were dissatisfied with the learning process. The students and I understood that the new relationship was not between one being all-knowing and the other allreceiving. We tried to share knowledge and learn ways of improving learning. The relationship grew during the course of teaching. Our conversation developed the dialogical form which emerged spontaneously from a discussion on the ideas of teaching. I have shown how large classes could be turned into positive teaching and learning experiences, instead of considering them an impediment to learning. Through the teachers' commitment and skilful management of lessons, students can build their confidence and interact with each other in meaningful communication in order to gain and produce knowledge about English and how to use it. Learning from the new way of teaching has great value for both Teacher C and me for our professional and personal development. It is not possible to change the complete situation of learning and teaching through one teacher, but one teacher can contribute to the learning patterns of students a great deal if he/she is committed. I have shown the analysis of data collected to show the true picture of teaching in two separate classes. The data shows that I have been successful with regards to many of the aims, which were set at the beginning of the research.

References

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