View in EDS PDF Full Text

Pedagogical Practices in Overcrowded Classrooms: Evidence from Education Stakeholders in Malawi

Saved in:
Bibliographic Details
Title: Pedagogical Practices in Overcrowded Classrooms: Evidence from Education Stakeholders in Malawi
Language: English
Authors: Adrienne E. Barnes-Story, Brenda A. Wawire, Jennie Robinette, Kate Schell, Jai Bum Koo
Source: Current Issues in Comparative Education. 2026 28(1):21-49.
Availability: Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Class Size, Crowding, Educational Practices, Group Instruction, Barriers, Peer Teaching, Grouping (Instructional Purposes), Elementary Education, Preservice Teacher Education, Classroom Techniques, Foreign Countries, Inservice Teacher Education, Teaching Methods, Teacher Attitudes, Remedial Instruction, Educational Resources, Student Evaluation
Geographic Terms: Malawi
ISSN: 1523-1615
Abstract: This study investigates pedagogical practices for managing large classes in Malawi's primary education system, where overcrowded classrooms, driven by Free Primary Education and global education agendas, strain limited resources. Utilizing an exploratory research design, data were collected from six Teacher Training Colleges and nine public teaching practice schools across Malawi's six education divisions. Participants included teacher educators, student teachers, teachers, head teachers, and teaching practice coordinators. Qualitative and quantitative methods, including interviews, focus group discussions, questionnaires, and classroom observations, were employed to examine effective pedagogical strategies, challenges, and patterns in large class instruction. Findings indicate that group work is the primary strategy used, with group leaders acting as assistant teachers and behavior monitors. However, challenges such as limited space, insufficient learning materials, and time constraints hinder effective implementation. Heterogeneous grouping and peer teaching are common but limit engagement due to dominant learners and resource scarcity. Barriers such as space limitations, material shortages, and time pressures interact to constrain sound pedagogy, forcing teachers to prioritize assessment over instruction. The Initial Primary Teacher Education Curriculum lacks adequate focus on large class management, and systemic issues, including low remuneration and limited professional development, demotivate educators. These findings highlight the need for targeted interventions to support effective teaching in resource-constrained, overcrowded classrooms.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497152
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEPy4P0JikeTdbQCynVNEDCAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNLQHfoc2tPhdmfLugIBEICBmy9HqivT2aSGhwHawZHqxlb_7S5gw7kZyUO_yoFXd9cijM0jBQev84h0sFzyNxMxc3Ms7bVjKwUD86pLwh1Rr5-xJZNHPJTvxLvQQhC5Vf6MnYCoeVlOu2HuOtIsCJMXuHKhcrkNkJ_JLldQiPyt8E4nzed0h7IvGr7Xu3lcxDl7J4hMfLRKxlWrl4KuA-BGisMY21ypluMg2haY
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1497152
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1497152
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Pedagogical Practices in Overcrowded Classrooms: Evidence from Education Stakeholders in Malawi
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Adrienne+E%2E+Barnes-Story%22">Adrienne E. Barnes-Story</searchLink><br /><searchLink fieldCode="AR" term="%22Brenda+A%2E+Wawire%22">Brenda A. Wawire</searchLink><br /><searchLink fieldCode="AR" term="%22Jennie+Robinette%22">Jennie Robinette</searchLink><br /><searchLink fieldCode="AR" term="%22Kate+Schell%22">Kate Schell</searchLink><br /><searchLink fieldCode="AR" term="%22Jai+Bum+Koo%22">Jai Bum Koo</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Current+Issues+in+Comparative+Education%22"><i>Current Issues in Comparative Education</i></searchLink>. 2026 28(1):21-49.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Class+Size%22">Class Size</searchLink><br /><searchLink fieldCode="DE" term="%22Crowding%22">Crowding</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Instruction%22">Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Grouping+%28Instructional+Purposes%29%22">Grouping (Instructional Purposes)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Instruction%22">Remedial Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Malawi%22">Malawi</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1523-1615
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigates pedagogical practices for managing large classes in Malawi's primary education system, where overcrowded classrooms, driven by Free Primary Education and global education agendas, strain limited resources. Utilizing an exploratory research design, data were collected from six Teacher Training Colleges and nine public teaching practice schools across Malawi's six education divisions. Participants included teacher educators, student teachers, teachers, head teachers, and teaching practice coordinators. Qualitative and quantitative methods, including interviews, focus group discussions, questionnaires, and classroom observations, were employed to examine effective pedagogical strategies, challenges, and patterns in large class instruction. Findings indicate that group work is the primary strategy used, with group leaders acting as assistant teachers and behavior monitors. However, challenges such as limited space, insufficient learning materials, and time constraints hinder effective implementation. Heterogeneous grouping and peer teaching are common but limit engagement due to dominant learners and resource scarcity. Barriers such as space limitations, material shortages, and time pressures interact to constrain sound pedagogy, forcing teachers to prioritize assessment over instruction. The Initial Primary Teacher Education Curriculum lacks adequate focus on large class management, and systemic issues, including low remuneration and limited professional development, demotivate educators. These findings highlight the need for targeted interventions to support effective teaching in resource-constrained, overcrowded classrooms.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1497152
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497152
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 21
    Subjects:
      – SubjectFull: Class Size
        Type: general
      – SubjectFull: Crowding
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Group Instruction
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Grouping (Instructional Purposes)
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Remedial Instruction
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Malawi
        Type: general
    Titles:
      – TitleFull: Pedagogical Practices in Overcrowded Classrooms: Evidence from Education Stakeholders in Malawi
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Adrienne E. Barnes-Story
      – PersonEntity:
          Name:
            NameFull: Brenda A. Wawire
      – PersonEntity:
          Name:
            NameFull: Jennie Robinette
      – PersonEntity:
          Name:
            NameFull: Kate Schell
      – PersonEntity:
          Name:
            NameFull: Jai Bum Koo
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 1523-1615
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Current Issues in Comparative Education
              Type: main
ResultId 1