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STUDENT’S ACADEMIC PERFORMANCE IN LARGE-SIZED GROUPS
IN EDUCATIONAL SYSTEM OF UZBEKISTAN
Iroda Turaeva
https://doi.org/10.5281/zenodo.14887040
A pupil’s academic performance, student behavior, and quality of teaching
are the three things that can be affected negatively in large-sized groups in
educational system of Uzbekistan. Uzbek schools have a long history of
educational systems, spanning centuries from the "Madrasa" to our modern
schools of today. Education is one of the essential ways to improve a country's
economy, diplomacy, and other sectors. However, there are many factors
contributing to the poor quality of education in this country. A major factor is
large class size, which is believed to have negative consequences on students'
academic and behavioral performance. However, Min Shi (2019) claims that
some empirical studies have found no statistically significant relationship
between class size and student achievement. According to most parents,
teachers, and professors, students (both pupils and high school students) can
receive more attention and time from their teachers in smaller-sized groups.
The decline in academic performance among students in large classes is
becoming a prevalent issue in this technological era. While The Ministry of
Education discusses various factors to potentially improve the education system,
a crucial aspect often overlooked by professionals is the impact of class size on
student learning performance. Research has demonstrably shown that studying
in a large class leads to several negative consequences.
Firstly, studying in larger groups hinders students' academic performance
across all subjects due to distractions, lack of attention, and limited
communication opportunities. In simpler terms, classroom noise can force
teachers to focus on maintaining order, while students may struggle to hear the
teacher clearly. Penny Fidler's (2001) research found that third-grade English
language learners (ELL) with three years of Class Size Reduction (CSR)
experienced significantly larger gains (2.02) in reading compared to students
with only one year of CSR (0.16). This finding underscores the importance of
smaller groups for language learners, facilitating conversation practice in a new
language and promoting a more conducive learning environment where
individual responses are actively encouraged.
During my research presentation, I inquired about my audience's
experiences with noisy group environments. The majority expressed negative
opinions, aligning with my research findings on the detrimental impact of noise
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on academic performance. According to Alycr Olivera, excessive noise in
classrooms can trigger various negative consequences, including stress,
attentional difficulties, delayed neuropsychomotor development, aggressive
behavior, and ultimately, a decline in learning performance. Several sub-factors
contribute to this decline,
1.Picture is taken by Jeremy D. Finn and Gina M. Pannozzo,2003 The "Why's"
of Class Size: Student Behavior in Small Classes
with distraction being a primary culprit. This implies that students’ attention in
class in being diverted when class size is large due to various distractions (Yusuf,
Onifade & Bello, 2016). In large groups, active conversations between teachers
and students are common, causing some pupils to lose focus on their studies. In
addition, when a class is overcrowded, it becomes challenging to maintain order
and effectively manage the classroom environment. The teacher faces difficulties
in identifying students who need additional support and guidance due to the
larger number of individuals present. Noise of the teacher makes the class
noisier simultaneously responses will be louder. Moreover, the physical
limitations of a crowded classroom restrict the teacher's movement, hindering
their ability to connect with students on a personal level and build rapport.
These factors are increasing the fame of private schools. Many parents are
willing to pay substantial amounts for their children to be educated in small
classes (Iacovou, Maria, 2001). In Uzbekistan, a number of private schools have
more students compared to state schools like: Sodiqov’s school, Pifagor,
Cambridge, Registan schools for offering better quality of education and extra
languages. However, conducting experiments to definitively clarify this issue can
be expensive, prompting me to primarily rely on existing data sets.
Class size is a crucial factor influencing student instruction, learning, and
ultimately, their academic success. A large div of research consistently
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demonstrates a negative correlation between class size and student
achievement. According to Min Shi (2019)’s research, Student’s math skills
cannot be affected by the group size, but when it comes to the reading skills,
noticeable change can be seen. In addition, most of the language teachers who
work in the regions of Uzbekistan complain about lacking time to focus on their
students and they are showing low academic performance for not having
enough classes or teachers to divide groups in the lesson of modern languages.
Overcrowded classrooms are increasingly recognized as a contributing
factor to a global educational issue: poor student behavior, impacting not just
their peers in schools but also their interactions within university settings. This
phenomenon has prompted significant research and debate among educators
and policymakers. As Min Shi (2019) notes in his research, the vast majority of
existing studies on class size have focused primarily on elementary and
secondary schools. This leaves significant gaps in our understanding of the
effects of class size in the higher education context. It is undeniable that student
interaction fosters the development of both social and communicative skills.
This interaction allows students to become more comfortable and confident in
expressing themselves, ultimately minimizing their fear of public speaking.
Parents and teachers frequently express concerns regarding the potential for
negative peer influence in large, diverse classrooms. When students from varied
family backgrounds are placed together, there is a risk of them adopting
undesirable behaviors from one another. Research by Yui Nakamura and Smitha
Dev (2022) suggests that associating with friends who lack academic focus can
negatively influence students, leading to neglect of their studies and ultimately,
poor academic performance. Additionally, peer group dynamics can contribute
to bullying, particularly when students assume leadership roles within the
group. In essence, the pressure exerted by large group settings can significantly
impact student behavior and academic achievement. This experience highlighted
the significant challenges posed by peer pressure on student behavior. In fact,
according to the research of Finn & Pannozzo (2003), students in small classes
were less likely than students in large classes to fool around, engage in
inappropriate behavior, or disrupt the work of other students, and they had
fewer referrals for discipline problems.
Having many students in the class may have both positive and negative
effects and it has many more problems than benefits (Chand, 2023). The
challenge associated with large class sizes is a decline in teaching quality. In such
environments, not only students but also teachers can experience negative
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impacts. The sheer effort required to manage and engage a large group can
demotivate teachers, leading them to abandon interactive methods and
innovative projects. The reduction of pupils’ number in class creates the
opportunity to teach in more modern and productive ways (M. Badalova, 2022).
One explanation, given often by researchers and practitioners, is that teachers
change their teaching strategies when class sizes are reduced, providing more
individualized instruction and higher quality instruction generally (Finn &
Pannozzo,2003).
A.Hanushek (1998)mentions that a substantial div of research indicates
that teacher quality is one of the most significant determinants of student
achievement. Most teachers working with overcrowded classes struggle to
maintain the quality of their instruction. The additional time and resources
necessary to prepare interactive lessons and materials for large groups often
lead to financial strain for educators. To illustrate this, I conducted an
experiment involving a game called "Crocodile" with two seventh-grade classes.
The first group had 32 students, while the second had 20. Both groups were
divided into teams of four for the game. After completing the activity, I asked
students to complete a four-question questionnaire about their experience. In
the first group, 7 students expressed dissatisfaction due to insufficient
participation time, while 13 commented on the disruptive noise levels.
Conversely, the second group exhibited minimal such complaints. As an
educator, I strongly prefer smaller class sizes like the second group. They are
easier to manage and allow for more effective integration of interactive methods
within the 45-minute lesson duration. This ensures that every student has the
opportunity to participate and complete all tasks.
Moreover, managing large classes and meticulously checking assignments
consume a significant amount of teacher time, often exceeding their designated
working hours. This workload contributes to the widespread belief among
educators that maintaining control in large classes is challenging. The majority
of the teachers believe that it is tough to control students in large classes; they
do nonsense activities at the back of the class, and we cannot see what they are
doing (Chand, 2023). The overwhelming volume of homework and essays can
also lead to reluctance among teachers, with some resorting to ignoring
assignments and exams altogether. This lack of individual attention and
feedback negatively impacts student learning and engagement. As Bahodur
Chand (2023) notes, providing individual feedback in a large class is almost
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impossible. This lack of accountability further encourages students to neglect
their homework responsibilities.
Another significant factor contributing to the decline in teaching quality is
low teacher salaries in Uzbekistan. Compared to other professions, educators in
the country receive significantly lower compensation. This inevitably diminishes
the prestige of the teaching profession, discouraging many talented individuals
from pursuing careers in education. As stated by B. Maqsuda (2022), "If
teachers' salaries are not competitive, they will not invest their time and money
in self-education or, more precisely, leave the profession and seek employment
that better utilizes, recognizes and pays more for their expertise." This lack of
financial incentive and recognition demotivates teachers, hindering their
effectiveness and commitment to their profession.
image
The severity of this issue is further highlighted by the table shown in the
accompanying. It clearly demonstrates that the average salary for teachers
(represented by the blue
line in the ninth row) falls significantly below those of
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other sectors like industry, art, and trade. This disparity creates a sense of
inequity and dissatisfaction among educators, leading
them to avoid larger class
sizes due to the additional workload without any corresponding increase in
compensation. Teachers expressed that classroom management was much
easier with a small class and there were generally fewer behavior problems.
(Finn & Pannozzo,2003). To address this critical issue and attract qualified
individuals to the teaching profession, it is imperative to prioritize significant
increases in teacher salaries. This investment in the education sector will not
only enhance the quality of instruction but also attract and retain talented
educators, ultimately fostering a more empowered and motivated teaching
force. Reducing class sizes across all schools would significantly enhance student
engagement and motivation, leading to improved academic performance. Yui
Nakamura and Smitha Dev (2022) write in their article that Smaller class sizes
facilitate diverse teaching methods, including interactive learning and
personalized assignments, which are often infeasible in large classrooms.
In conclusion, large class sizes pose a significant challenge to the educational
system in Uzbekistan, negatively impacting students, teachers, and the overall
learning environment. By strategically reducing class sizes, constructing
additional schools, and incentivizing skilled educators through competitive
salaries, we can overcome this obstacle and cultivate a thriving educational
landscape for future generations.
References:
1.
Badalova Maqsuda (2022). Improving quality indicators in modern
education: the results of research on determining the optimal number of
students in primary school. Zamonaviy ta’limda sifat ko’rsatkichlarini
oshirish:boshlang’ich sinfda o’quvchilarning optimal sonini belgilash bo’yicha
olib borilayotgan tadqiqot ishlari natijalari. Journal of innovations in scientific
and educational research. Vol.2 Issue-16 (30 March)
2.
David E. Morris, Sr & John Scott (no time). A revised pilot study examining
the effects of the timing and size of classes on student performance in
introductory accounting classes. Research in Higher Education Journal. Pages: 1-
2
3.
Eric A. Hanushek (1998). Improving Student Achievement: Is Reducing
Class Size the Answer? Policy Brief, Progressive Policy Institute June 1998
4.
Gambhir Bahodur Chand (2023). Teaching large classe: what teachers say
and do? Far Western Review, Volume-1, Issue-1, June 2023,43
5.
Iacovou, M. (2002). Class size in the early years: Is smaller really better?
Educational Economics, 10(3), 261-290.
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6.
Jeremy D. Finn and Gina M (2003).The "Why's" of Class Size: Student
Behavior in Small Classes. Research Fall 2003, Vol. 73, No. 3 p.321
7.
Penny Fidler (2001). The impact of class size reduction on student
achievement. Planning, Assessment and Research Division Publication No. 109
September 7, 2001
8.
Yui Nakamura and Smitha Dev (2022). Effects of Class-Size Reduction on
Students’ Performance. Pertanika J. Soc. Sci. & Hum. 30 (2): 797 - 812 (2022)
9.
Yusuf, Taofeek Ayotunde; Onifade, C A.; and Bello, O S. (2016) "Impact of
Class Size on Learning, Behavioral and General A?itudesof Students in Secondary
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