CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.0 Discussion of the study
This chapter of the study presents the discussion, conclusion and reccomendations of the study inline with the objecives of the study which included; to find out the pedagogical skills teachers use in the teaching of English language; to investigate how teachers, use the pedagogical skills in the teaching of English language in Primary schools in Kayunga district and to establish the extent to which teachers’ pedagogical skills influence performance of learners in English language in Primary schools in Kayunga district.
This study was guided and informed by Bandura’s social learning theory which disputes imitation and the influence of external reinforcement. Behaviorists attempt to prescribe strategies that are useful for building and strengthening stimulus-response associations including the use of instructional cues practice and reinforcement. These prescriptions have been generally proven reliable and effective in facilitating learning that involves discriminations (e.g. recalling facts), generalizations,(defining and illustrating concepts), associations (explanations), and chairing (automatically performing a specified product) ( Woolfolk, 2006).
Sofianidio Angelo and Maria Kollery(2021) highlighted attributes of teachers’ pedagogical skills when they elaborated Shulman’s (1987) classification of teachers’ classroom practices as: subject matter content knowledge ; in other words , all that is dealt with in a field of study; general pedagogical knowledge –which embraces a whole set of principles and strategies for organizing and managing the classroom ,pedagogic content knowledge-which refers to a specific mix of subject content and pedagogy unique to teaching; in other words a teachers’ special form of professional understanding. This knowledge according to Shulman(cited in Sofinidio &Kallery,2021) consists of two key elements namely; the knowledge of instructional strategies which incorporate representation of the subject matter (illustrations,analogies, explanations, metaphors, best examples to make subject matter comprehensible to the learners) and the understanding of specific learning difficulties and pupils’ conceptions with respect to subject matter. Kind (2009) and Van Driel et al (1998) include pedagogical content knowledge in the four general areas in which they distinguish teachers’ knowledge that are seen as cornerstones of emerging work on professional knowledge for teaching, with the others being: general pedagogical knowledge of educational contexts which include: group and classroom behavior, school culture and organization, and community and national cultural patterns and subject matter knowledge. Shulman (2015) suggests that non-cognitive attributes such as emotion affect feelings and motivation and should be incorporated into the original model of pedagogical content knowledge. He contends that “the idea of pedagogic content knowledge needs to place more emphasis on teacher thought and emotion, but not by ignoring the role of action in teaching practice”. Garcia-Martinez et al (2021) are of the view that while serious attention is being placed on the importance of pedagogical content knowledge, in order to enhance teachers’ capacity to enhance the achievement of learners, serious concerns should also be directed at the fact that the teaching profession is one of the professions with the greatest level of emotional burn-out because teachers are exposed to high levels of stress as a result of trying to cope with the growing demands they have to face in their professional lives.
5.1.1 Teachers’ Pedagogical skills and the teaching of English language
According to Olsen and Clough (2004) (cited in Wool folk, 2006) questioning learners in class is the single most effective and most applicable strategy for promoting student involvement in learning activities. Being able to guide learning by using the questioning technique is the most important teaching skill that effective teachers can possess. Research indicates that effective teachers ask more questions than their less effective counter parts, and large numbers of questions asked in a lesson are indicators of effective organization and clear learning objectives ( Brophy and Good, 2003) cited in Wool folk (2006). To this and the researcher is of the view that, for teachers to adopt using the questioning technique in their classes, they need to have a very sound pedagogical content knowledge. In other words, they ought to have a special mix of content and pedagogy that is unique to teaching. The questioning technique is indispensable in teaching because it helps teachers in the following ways;
- a) Assessing learners’ current level of understanding.
Learners describe their understanding when they respond to teacher’s question, it makes the questioning technique an effective way of informally assessing learning. In other words, it helps teachers make many instantaneous decisions that they must make every day in their teaching careers( Black, Harrison Lee, Marshal and William, 2004) cited in wool folk,(2006) for example ; it helps teachers decide which student to pick, how long the student is =given to answer, and how quickly to move through a lesson.
- b) Guiding new learning
Effective questioning helps learners relate ideas and integrate new learning with their existing understanding. Most learning theories accept the idea that learners ought to construct their own understanding rather than recording that understanding as presented by the teacher or some other sources (Bransford et al,2000) as cited by Wool folk,(2006). The process of constructing understanding require the guidance of expert teacher teachers, and questioning is the most important skill teachers can use for providing this guidance.
- c) Increasing learners’ motivation
Effective questioning increases learners’ motivation and interest (Schunk , 2004). Effective questions engage learners, challenge their thinking and pose problems for consideration. When learners believe about their capabilities of accomplishing learning tasks- a concept known as “self-efficacy” is high, and then they are likely to a sense of efficacy. Generally, in well executed question-based lessons, learners relate ideas and construct new knowledge with ease. It is for this reason that the researcher encourages teachers to embrace this method of teaching.
According to the study the findings indicated that majority of the teachers use I do we do teaching method since this approach helps them to connect well to their leaners and they are able to understand the English lessons teachers are teaching them, in line with this findings Susilo (2011), indicated that Pedagogical skills are one type of skills that absolutely need to be mastered by teachers. Basically, pedagogical competence is the ability of teachers to manage the education of learners, therefore using I do we do is imperative in the enhancing of skills to the respondents, this was also further in line with (Nind & Lewthwaite, 2018). On the other hand, pedagogical skills include teaching-learning related skills like planning the lesson properly, managing the class, choosing appropriate strategy for instruction, supporting the learners in their learning process, like Pedagogical strategies like group work,comparing,sorting materials and naming.
The findings of the study, revealed that question and answer is used by the teachers in the schools in Namusaale this view was also shared by Smith et al., (2016) who asserted that the fundamental of receptive pedagogy remains the obvious purpose of the educator to make learners have confidence in their individual competency; meet challenges; to make learners’ aptitude stronger to effectively manage comprehensive projects and self-efficacy; and to grow their inclusive self-concept.
In the findings of the study, it was revealed that most of the teachers used demonstration, this view was also shared by Khan (2018) found in her study that knowledge base; control over teaching quality; reflexion and self-assessment; resources and environment of working place are the critical components for the teachers in their professional life, she further indicated that demonstration is imperative for better understanding of the learners.
The study results revealed that teachers use pictures, this view was also in line with Smith et al., (2016) concluded from their study that, pedagogical skills contribute to make pupils believe in their individual competency and by using pictures the capability to complete their coursework magnificently, ability to judge themselves and overcome challenges successfully.
Relatedly from the study the findings from the study revealed that some of the teachers used stories during teaching of English lessons, this result indicates that Gbagi (2011) through the work of the teacher, the value and potential of a nation are assessed. instructors’ insufficient efforts to educate their learners as the reason why candidates performed poorly in the public exams, however the teaching of English using pictures is imperative for the faster understanding of English lessons. Ayedun (2011), who agreed with Gbagi, instructors are mostly to blame for learners’ failures, in the same view Olukoya (2011) contended that the failings of the learners were not their instructors’ faults. He continued by saying that a candidate’s achievement in any exam was a product of a variety of things, including their education, upbringing, teachers, classmates, and the government.
5.1.2 How teachers, use the pedagogical skills in the teaching of English language in Primary schools
Results suggest that the demonstration method of teaching is also widely used by teachers in Kayunga district. This method is also known as audio visual explanation in which important points of a process or an idea are emphasized. It is an activity that combines telling, showing and doing for the benefit of the learners. Often showing the learners how something is done, or learning through a practice session proves to be more effective than verbalizing about what is being learned. It is against this background that the researcher emphasizes that when using this teaching approach, teachers should ensure that every one is observing what is being demonstrated. This should be done slowly and even repeated a number of times for the benefit of the learners.
Demonstration deals mostly with skills development but can also influence learners’ beliefs, expectation, attitudes and knowledge. According to Bandura (1977) instructional activities and feedback can affect personal factors such as goals, sense of efficacy for learning tasks (e.g. beliefs about personal competence in a given situation, attributions (i.e. beliefs about cause for success or failure), and processes of self-regulation such as planning, monitoring and controlling distractions. For example, effective teacher feedback can lead learners to set high learning goals. Social influences in the environment and personal factors encourage behaviors that lead to achievement such as persistence and effort (motivation) in the learning but these behaviors also reciprocally impact on personal factors. As students achieve, their confidence increase. At the same time, behaviors also affect the social environment for example, if students do not persist in accomplishing learning tasks or if they seem to misunderstand whatever they are confronted with, teachers are obliged to change instructional strategies or feedback.
According to Skinner (1950), people make active responses for learning to occur but sometimes learning can also take place through observations of what other people do for example, students may learn what behaviors are acceptable and those that are unacceptable through what they see or hear especially when they receive reinforcement or punishment for their various responses. To this end, the researcher suggests that teachers and other school personnel need to be consistent in the rewards and punishment they administer. In other words, not only from time to time, but also from student to student.
Thorndike (1913), Skinner (1950) and Bandura (1977) proposed that reinforcement and punishment affect behavior only when learners are consciously aware of response –consequence contingences. In other words, they contend that describing the consequences of behavior can effectively increase appropriate behaviors and decrease inappropriate ones. To this end, the researcher concurs with these behaviorist theorists that promises of reward for good behavior and warning of unpleasant consequences for misdeeds can be effective means for improving learners’ behavior. In contrast, administering reinforcement or punishment when learners do not recognize the relationship between an action and its consequences is unlikely to bring about behavioral change.
Behaviorists describe one effective means namely shaping for teaching a new response but to shape a particular behavior, one must begin by reinforcing an existing behaviors and then gradually modifying that behavior differential reinforcement; for complex behaviors this process can be very time consuming .Behavioral theory off a faster, efficient means for teaching new behavior: modeling. In order to promote effective from a model, a teacher should ensure that the following four essential conditions exist namely; attention, retention, motor reproduction and motivation. First of all, the teacher must ensure that the learners pay attention to the model and especially to the relevant aspects of the model’s behavior. Secondly, the teacher can facilitate learners” retention of what they observe by helping them form appropriate memory codes (perhaps verbal, labels or visual images) for their observations. Thirdly, the teacher should give the learners opportunities to practice the behaviors they see and providing corrective feedback about their effort which will facilitate their motor reproduction of the response they are modeling. Finally, the teachers must remember that learners will display behaviors they have learnt only if they motivation to do so. Many learners are intrinsically motivated to perform, but others may require external incentives and reinforces.
Because they are the public faces of education, teachers are frequently the easy scapegoat when a learners is performing below expectations. Then, despite all other obstacles, teachers must be committed to search out better ways to instruct learners in classrooms. There need to be approaches that instructors might take to increase the educational process and, in turn, the success of the learners’ learning experiences.
One of the most difficult limitations teachers must work under is the allotted instructional time. Effective class management is a skill that top-notch teachers must possess. Careful preparation can help maximize the use of time in the classroom. The amount of time learners spend actively participating in learning activities and their academic success are related (Mastropieri & Scruggs, 2000). The achievement of the learners may consequently be impacted by the instructors’ capacity to plan, oversee, and devote quality time to education. Few instructors truly make sure that their learners are engaged and actively occupied with activities aimed toward the learning of the subject during the assigned time, despite the fact that most teachers arrange and allocate the proper amount of time for learning.
The imperative in recent years about improving learners outcomes is also about improving the quality of the teaching workforce. In recent years, however, recruiting and retaining quality teachers has become a challenge among some OECD countries. In addition to the ageing of the teaching workforce, some countries experience high rates of attrition among new teachers and a shortage of quality teachers in high-demand subject areas and disadvantaged schools. There is also concern about attracting high-achieving and motivated candidates into teacher education programmes and the lowering of qualification requirements in the certification and licensing of new teachers. Issues such as these have an impact on the quality of the resulting teaching workforce that is tasked with improving learners outcomes. For example, the ageing of the teacher workforce entails the loss of experienced teachers through retirement. High attrition rates among new teachers is costly to the system and may prompt education authorities to fill teacher shortages by lowering qualification requirements for the certification of new teachers or by assigning teachers to teach subjects or grades for which they were not trained. In such cases, the quality of the teaching workforce is negatively affected.
Teaching methods are often divided into two broad categories: teacher-centered methods (also called direct instruction) and learner-centered methods (also called indirect
instruction or inquiry-based learning). An effective teacher knows several methods,
some teacher-directed and others learner-directed. From among these methods, a
teacher selects the one method or combination of methods most likely to achieve a
particular lesson’s objectives with a particular group of learners (Elizabeth, 2010).
5.1.3 Teachers’ pedagogical skills influence performance of learners in English language in Primary schools in Kayunga district.
The results of data analyses depicted in the study indicate that most teachers in Kayunga district use pictures, stories or imaginative literature, and real objects to deliver their lessons. These resources used to support the delivery of subject matter points to the fact that teachers are actually employing inquiry- based methods of teaching. Inquiry-based learning approach is o multi-pronged classroom activity that guides learners to inquire or generate meaningful questions that lead to relevant answers. In this learning approach, learners are shown how knowledge is generated and transmitted, and how they can acquire the knowledge and skills necessary to become life-long learners. According to Vygotsky (1978), higher mental processors are first co-constructed during shared activities between a child and another person. Then the processes are internalized by the child and become part of that child’s cognitive development as depicted in the conversation presented below: A six year old has lost a toy and asks her father for help. The father also asks her where she last saw the toy. “I can’t remember”. The father proceeds to ask a series of questions like: did you have it in your room? Outside? Next door? To each of these questions the child answers “No” When the father says “in the car”. The girl says “I think so “and goes to retrieve the toy. (tharp &Isallimore, 1988:14). In the above extract, who remembered? The answer is really neither the father nor the daughter but the two together. The remembering and problem- solving were co-constructed between people in the interaction. This is what happens when teachers use this approach of teaching to engage their pupils in classroom activities.
Biggs (2003) contends that in the constructivist perspective, learning should be embedded in complex, realistic and relevant learning environments. In other words, learners should not be given stripped-down, simplified problems and basic skills, but should encounter complex learning environment that deal with problems without clear or straight forward solutions. The world beyond school presents few simple problems or step-by-step directions, so schools ensure that every student has experience in solving complex problems. Complex problems are simply difficult ones; they have many parts. There are multiple, interacting elements in complex problems and multiple solutions are possible. There are no straight ways to reach a conclusion and each solution may bring a new set of problems. These complex problems should be embedded in authentic tasks and activities, the kinds of situations that learners will face as they apply what they are learning to the real world. Students may need support as they work on these complex problems, with teachers helping them find resources, keeping track of their progress, breaking larger problems down into smaller ones, and so on.
In addition, many constructivists also share the view that higher mental processes develop through social negotiation and interaction, so collaboration in learning is valued. To this end, the researcher adds his voice to this ;narrative by suggesting that the major goal of teaching should be to develop learners’ abilities to establish and defend their own positions while respecting the positions of others and working together to negotiate or construct meaning. In addition, in order to accomplish this exchange, learners should talk and listen to each other through debates, group work in which problem-solving activities constitute the bulk of classroom activities.
Constructivists also peddle the narrative that support should be made for multiple perspectives and the use of multiple content representations. Constructivists contend that whenever learners encounter only one model, one way of understanding complex content, they often over simplify problems as they try to apply that one approach to every situation confronting them. Hence, revisiting the same material at different times, in re-arranged contexts, for different purposes, and from different conceptual perspectives is essential for attaining goals of advanced knowledge acquisition. This idea in the view of the researcher is consistent with the concept of the “spiral curriculum”- a structure for teaching that introduces the fundamental structure of all subjects- the “big ideas”- early in school years, then revisits the subjects’ in more and more complex forms overtime. It is only through this approach of constant revisiting and in-depth content treatment which matches the mental abilities of the learners that enhance mastery if knowledge and skills needed for participatory community-based living after school.
Most researchers relate academic performance to parental marital status, social economic status of the parents, school environment, government facilitation, motivation and community factors (Hanushek, Kain and Rivkin, 2008). Effective teachers evaluate resources to use when teaching their lessons. They consider the appropriateness of these resources for the particular grade they are teaching: they align their teaching to local state or national standards; they gauge the accuracy of the information contained in these resources ; they consider the time allowed for the lesson or unit; and the learning benefit that arise from using these resources( Rimm-Kaufman, 2010 and Wamika, 2017).
Results of data analyses generated from table 4.5 suggest that 75% of the teachers interviewed believe that teachers pedagogical competency id a key factor in influencing learners academic performance, while 91% think subject matter content knowledge is the most important factor in enhancing leaners academic performance. These two narratives feed well into a study by Wambi et al (2019) in which they cite significant decline in academic performance of learners in Primary Leaving Exzmination (P.L.E) in Kibuku district.this decline in performance is attributed to employing teachers with poor pedagogical competences( Sahena and Vijila, 2015; Bassaert, Doumenerd Verschuere, 2011; Halliman, 2008).
This has negatively affected learners of this region because they fail to proceed to Institutions of high learning after P.L.E., experiences higher level of unemployment, high dropout rate, low retention levels, low completion level and high instances of crime are registered. The researcher is of the view that despite the teachers in Kayunga district using appropriate pedagogical methods, this problem of poor academic performance is here to stay for some time because the ecosystem in which this problem is pervasive is similar to that of Kibuku district in which Wambi (cited above) presents his case of particular concern to the researcher are finding answers to question like; What is the depth of pedagogical content knowledge that these teachers of Kayunga district possess? Are they actually knowledgeable in these areas? What impact does the depth of subject matter knowledge by teachers have on learners’ academic performance?
In a related event, Kanyike(1998) argued that the relationship between learning and examination conditions can be quite loose and sometimes the examination conditions contrast drastically with teaching conditions. For example if in their teaching sessions, teachers strive to achieve their objectives namely;” the pupils should be able to summarize the story presented in the lesson”. Yet if a similar item is set in the final primary leaving examination like ‘relate the story you have read to what takes place in your local community’ this means the examination condition have drastically changed.
The examination condition have changed because in their teaching sessions, the lesson objective laid emphasis on pupils summarizing the story, while UNEB examinations laid emphasis on applying the situation presented in the story to real world experiences. The researcher concurs with Kanyike (1998) that this type of mismatch between the teaching-learning conditions and the assessment conditions renders such examination results invalid. This is because the testing conditions require candidates to answer test items constructed by an examiner who might have used a completely different frame of reference in constructing the test item.
Teachers who consistently prioritize instruction and student learning as the central purpose of schooling communicate an enthusiasm and dedication to learning that learners reflect on in their; own behaviors and practice because they are acting as good role models to their pupils. This motivates both teachers and learners, thus enhancing pupils’ efficacy to achieve in classroom tasks and later in final examinations. This is possible if a teacher uses good instructional approaches (stetcher,Bohmsted, Kirst & Williams,2001): Effective teachers reinforce their focus on instruction through their allocation of time to the teaching and learning process, and through their expectations for student learning. The amount of time learners spend engaged in learning experience together with the quality of instructional are positively associated with pupils’ learning and thus high academic performance in schools ( Aslam and Monazza, 2009).
t the planning stage, the teachers need to bear in mind planning element like; formulation of learning objectives, designing learning experiences or contents of the lesson, identifying appropriate teaching strategies for achieving learning objectives, improving the learning experiences in the light of evaluation so as to achieve the learning objectives. Specifically, planning is the stage to design instructional content, teaching strategies and the instructional materials that are suitable for the age of the learner. The locality, nature of the class and the time when the lesson will be taught should also be put into consideration ( Lasbery, 2006).
Numerous studies have confirmed the strong relationship between background knowledge and achievement (Aslam and Monazza, 2009). Although it is true that the extent to which pupils’ learn new content is dependent on factors such as the skill of the teachers, interest of the learners, and the level of complexity of the content being learnt, there is compelling evidence that what the learners already know about the content is one of the strongest indicators of how well they may learn new knowledge or information relative to the content. Generally, what the learner already knows about a topic is referred to as “background knowledge”. The most common role that teachers perform in their classes is to impart knowledge to their pupils by implementing the curriculum.
Teachers use various methods like inquiry-discovery methods, small group activities, hands- on learning activities etc. to dispense knowledge to learners. Apart from these roles, teachers also serve many other roles for example, they set the tone for their classrooms, build warm environment, mentor and nurture learners, are role models, listen to and look signs of trouble etc.( Fraser and Walberg, 2005). Therefore they are responsible for promoting the mission and ethos of the schools through structured classroom prayers, participation in liturgical life of the school, and modeling appropriate standards of behavior.
Effective teaching and learning cannot take place without a conducive learning environment. Teachers maintain positive and effective learning environment through well prepared and varied lessons which cater for the range of learners’ abilities and interests. It also involves setting of realistic and challenging academic standards of learners’ performance. Teachers are therefore, required to demonstrate commitment to continuous professional development through interest and attendance to appropriate in-service courses and commitment to a program of professional study (Ajayi, 1999). This is very important in the researcher’s view because the world is evolving every time and new skills such as critical thinking, creativity, collaboration and communication as emphasized in the 21st century skills need to be embraced by the teachers whose cardinal role is to impart these skills to the learners.
Organizing time and preparing materials in advance of instruction have been noted as important aspects of effective teaching. Individuals and team planning are mutually beneficial to creating valuable learning experiences for learners. Team planning allows teachers to collaboratively examine important issues and develop a collective approach to instruction ( Bossaert, Doumen and Verschueren,2011). A primary psychological mediator of the relationship between learners’ engagement and educational context is the degree to which learners feel competent and confident of their ability to be successful in completing learning tasks. Learners who are convinced that they lack the ability to succeed or control the outcome of their educational experiences cannot make any effort to engage or excel in school related work. The researcher concurs with Bassaert et al (2011) when they contend that to become successful, learners need to know what it takes to succeed and believe they can succeed, given what they know. Thus a learner who doesn’t think he or she can complete assigned homework successfully, or who does not understand what to do is likely to attempt the assignment. Similarly a learner who does not think he or she is able to pass the courses needed to graduate is unlikely to do much work and may end up dodging classes or even dropping out altogether (Armentano and Dominick, 2003).
Another undertaken on learning shows that learners become cognitively engaged when teachers ask them to wrestle with new concepts, explain their reasoning, defend their conclusions, or explore alternative strategies and solutions. Learners enjoy learning more and more likely to participate in learning tasks when their teachers employ active pedagogical strategies. Collaboration among peer learners working together in pairs or small groups to help one another has also been associated with increased engagement and learning. When learners can put their heads together rather than work in isolation, they are more receptive to challenging assignments (Aslam and Monazza, 2009). To this end, the researcher encourages teachers to always to endeavor to use alternative teaching methods in which teachers encourage learners inquiry by asking thoughtful open-ended questions and encouraging learners to ask questions to each other.
5.2 Conclusion
The study concluded that most teachers of English language in Kayunga district use the following teaching approaches to deliver their lessons: the questioning, the demonstration method and the Inquiry-discovery method.
In addition, the study also concluded that although teachers of English language seem to use appropriate methods of teaching, their pedagogical content knowledge is highly questionable.
Finally, the study concluded that both pedagogical competency and subject matter knowledge are very important factors influencing pupils’ academic performance in Kayunga district.
The findings in the study indicates that; other teachers also use pictures in the teaching of leaners, I use stories during lessons this is because in the English lessons the teachers who used stories always experienced better performance among leaners, this also further indicates that there is always a better way to enhance better performance, most of the teachers used real objects during the teaching of English lesson, During the interview it was revealed that some teachers are using trial and error method and the study reveals that teachers mark leaners books.
The findings in the study revealed that teachers normally use regular assessment of learners, the findings revealed that teachers consider class size in the designing an appropriate, On the findings out if the teachers used teaching aides during the lessons, most of the teachers stated that they do use teaching aides only sometimes.
On findings out if the teachers followed schemes of work, it was revealed that schools ensured that teachers made schemes of work and also On finding out on How teachers, use the pedagogical skills in the teaching of English language, it was revealed that most of the teachers acknowledged that they engage with learners and some teachers indicates that they consult their fellow teachers in enhancing their teaching ability for better teaching.
In the study most of the respondents assert that head teachers reviewed their lessons and On findings out about how teachers, use the pedagogical skills in the teaching of English language and the teachers encourage discussion in English language in class.
In the study the respondents indicated that learners can read the text books themselves, the results indicate that through the teaching of English properly learners are able to ask questions for what they have not understood and the respondents asserted that learners easily learn other subjects
5.3 Recommendations
The study made the following recommendations;
The study indicates that teachers should adopt teaching techniques like; We Do-I do since this approach helps teachers to connect well to my leaners and they are able to understand the English lessons, that question and answer is used by the teachers in the organization and it was further revealed that use of demonstration is a good pedagogical practice to enhance learning in class room.
The teachers use of pictures is imperative for the teaching of English and also the study revealed that some of the teachers used stories during teaching of English and the teachers used real objects during the teaching of English lesson and thestudy revealed that teachers mark leaners books.
The study revealed that teachers normally need regular assessment of learners and revealed that teachers consider class size in the designing an appropriate teaching method and engaging with the leaners is imperative in teaching leaners.
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