Exploring Student Engagement in Large Undergraduate Classes from Student Perspectives: A Case Study of Makerere University
Abstract
In the context of massification and globalisation, student engagement in large classrooms at public universities in Uganda has become a significant challenge. This study aims to explore university students' perceptions of their engagement with classroom activities, focusing on how lecturer planning, teaching methods, and evaluation practices influence their involvement and academic success. Using qualitative methods, data were collected through semi-structured interviews and focus group discussions with students at a public university. The findings revealed that students face significant barriers to engagement, primarily due to passive teaching methods, overcrowded classrooms, and limited interaction with lecturers. Students perceived that traditional lecture-based approaches and insufficient formative assessments hindered their participation, while infrastructural constraints worsened disengagement. The study recommends that lecturers adopt more student-centred, active learning strategies, while university management should invest in infrastructure and technological tools to support interactive learning. The Ministry of Education and the National Council for Higher Education should implement policies that foster innovative teaching practices and provide adequate support systems for students. Future research should investigate the long-term impact of these interventions and explore how technology may shape student engagement in large classrooms
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