Abstract
Engaging learners in the teaching-learning process has constantly been the goal of a teacher. However, this goal becomes difficult to achieve especially in a large class size that has dejectedly become the new normal. In this study, the researchers aimed to identify the problems encountered by elementary teachers handling large class size; their coping mechanisms to the problems encountered and its implication to pupils learning. This study made use of a phenomenological-qualitative research design conducted to the Grade IV, V and VI teachers who are handling large class size. It utilized an Interview Guide prepared by the researchers and validated by the panel of experts. Data gathered were recorded, transcribed, and thematically analyzed. As revealed in the study, the problems encountered by the teachers in handling large class size were related to classroom management such as congestion, lesser attention, difficulty in achieving instructional goal, difficulty in identifying pupils’ strengths and weaknesses, unnecessary noise, bullying and cheating. Further, different techniques were employed by the teachers in coping with the problems they encountered with large class size such as imposing rules and regulations inside the class, calling the pupils’ attention, providing disciplinary action for displaying misconduct, and facilitating group activities. Moreover, handling a large class size implies greater challenge in achieving effective classroom management and in providing equal opportunities to pupils’ quality learning. With this, it is concluded that the teachers were challenged by different problems in handling large class size. Further, using different techniques in coping with the problems do not guarantee positive reinforcement of behavior and meaningful learning due to congestion and non-conducive atmosphere to learning. Hence, the government this time should take account in addressing this issue only if we want quality education for our learners.
