UNCOVERING KEY INSIGHTS: NAVIGATING SCIENCE EDUCATION IN OVERCROWDED CLASSROOMS

Abstract

Overcrowded classrooms are a persistent challenge in developing countries like Pakistan, where increasing student enrollments exceed the capacity of educational institutions. This study explores the lived experiences of secondary science teachers in Lahore, focusing on how large class sizes affect teaching practices and student outcomes. Rooted in an interpretive paradigm, the study employed a qualitative research design with a phenomenological approach to investigate the experiences of secondary school science teachers. Using purposive sampling, In-depth interviews were conducted with six public school science teachers, and the data were thematically analyzed. Findings revealed that overcrowded classrooms hinder teaching effectiveness, classroom management, and student-teacher interactions.  Moreover, disruptive behaviors, limited physical space, and the inability to provide individual attention affect student engagement and performance, with low-achieving students being more affected. Overcrowding also contributes to increased teacher stress, burnout, and limited academic progress for students. While coping strategies such as lesson simplification, prioritizing critical topics, group discussion, seating plan, and multimedia provide temporary relief, they fail to address systemic issues, such as overcrowded classrooms and often compromise their effectiveness. The study highlights the urgent need for systemic reforms, including policy changes and increased investment in educational infrastructure, to create a more effective and inclusive learning environment that better supports teachers and students in their academic journeys.