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Instructor- Learner Ratio and Its Implications on Creative Design Skills Acquisition in Higher Education

机译：师生比及其对高等教育创新设计技能习得的启示

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摘要

The enormity of teacher-learner ratio in our classrooms today is overwhelming. Teachers always face large class sizes and try everything in their professional capabilities to achieve results. This has its own academic implications on students’ achievement especially in practical courses. Having examined the instructional situations in five selected classes in three Technical Universities in Ghana, this paper seeks to present findings based on problems associated with large class sizes and how they affect students’ skills acquisition and course satisfaction. The study adopted the mixed method which combined the qualitative and quantitative approaches. After collecting enough data from randomly selected 225respondents made of students, lecturers and deans, it was discovered that there are significant differences between large and small class sizes with respect to students’ skills acquisition. It was also evident that large class sizes inhibits students’ skills acquisition and academic achievement primarily because teachers tend to employ instructional approaches that are convenient to them. While students in small classes exhibited high skills proficiencies which reflected in the grades they obtained and had expressed high level of course satisfaction, students in the large classes demonstrated less skills acquisition and course satisfaction. It was discovered that class size determined frequency of assessment and feedback to students as well as the quality of instructors’ attention and interaction with. The study recommended infrastructural development and the need to enhance the human resource capacity in our Technical Universities.
机译：今天，我们教室中师生比例过高。老师们总是面临着大班授课的情况，并尽一切努力来取得成果。这对学生的成绩有其学术影响，特别是在实践课程中。在考察了加纳三所技术大学中五个选定班级的教学情况后，本文力求基于与大班级相关的问题以及它们如何影响学生的技能习得和课程满意度来提出调查结果。研究采用了定性和定量相结合的混合方法。在从随机选择的225名学生，讲师和院长组成的受访者那里收集了足够的数据后，发现在学习技能方面，大班制和小班制之间存在显着差异。同样明显的是，大班制会抑制学生的技能获得和学业成就，这主要是因为教师倾向于采用对他们方便的教学方法。小型班级的学生表现出较高的技能水平，这反映在他们获得的成绩上，并表示较高的课程满意度，而大型班级的学生则表现出较少的技能获得和课程满意度。人们发现，班级规模决定了评估和反馈给学生的频率以及教师注意力和互动的质量。该研究建议基础设施的发展以及我们技术大学的人力资源能力的需求。

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