A link between small class size and improved learning was indicated in early research conducted on class size. Later research indicates that the effectiveness of the lecturer in terms of competency and an interest in the students is more important whether in a small or large class situation. Large classes today tend to be heterogeneous and include students from various disciplines. In addition, students from diverse and heterogeneous groups are present in any course. As a result, diversity in student learning and approaches exist in any classroom situation.
Some students learn by the 'surface approach' while others learn by the 'deep approach'.
In addition, when the traditional method of lecturing is employed in a large class situation, students tend to be largely passive in large classes. The aim of this paper is to identify some of the challenges associated with teaching science to first year students in large class situations and to suggest techniques that can be used to meet these challenges. Teaching large classes requires methods that are tailored to meet the needs of students and lecturers in large group situations. The research The learning environment used in this experiment consisted of a class of 550 students enrolled in the first year unit Human Biology 100 at the University of Western Australia in 1997. Attendance at lectures in large class situations is often erratic and anonymity is a major factor in the erratic student attendance at lectures.