Students Express Dissatisfaction with Challenges in Large General Studies (GES) Classes

Oyedokun Agnes and Opemipo Olukoga
On Thursday evening, Adedokun Taiwo, a 300-level student of the Department of Linguistics in the Faculty of Arts, left home for the first physical GES 301 (Introduction to Entrepreneurial Skills) lecture in the new semester. Before this, Taiwo had tried to join the online classes for GES 301 which had been announced on very short notice, but she often missed them.
Arriving at the CBN lecture hall for this much-anticipated physical lecture, Taiwo was met with a shocking sight. The CBN lecture theater was packed to the brim with hundreds of students. Bewildered by the crowd, Taiwo felt the need to confirm if she was in the right place. A student nearby informed her that the lecture was for CHEM 156, a 100-level course – the very same course Taiwo’s twin sister had come to attend at CBN.
Taiwo’s mind raced, “If CHEM 156 is taking place here, why am I here for GES 301?”
Determined to find fellow students from her faculty, Taiwo climbed up the stairs, hoping to spot familiar faces. The stifling heat in the hall made her cheeks flush, and her top clung uncomfortably to her skin. She rummaged through her bag, retrieving a mini-portable fan, but even its feeble breeze could not alleviate the oppressive heat. Taiwo worried that she might faint, or someone else might.
Taiwo’s quest to locate her classmates was disrupted by the chaotic atmosphere inside. Desperate to cool down, she stepped out of the lecture hall and dialed her friend’s number. She found Damilola Akanni*** sitting on a bench outside. Dami despised the heat, especially because her hyperhidrosis (excessive sweating) made such conditions unbearable, so she chose a bench close to a trader, fearing she might faint in the overcrowded room.
When word spread that the CHEM 156 class had been canceled, Taiwo and Dami decided to seize the opportunity and step in for their class. The lecturer was already there, but there was no functional PA system (microphone/speakers) to use. The heat inside the hall continued to escalate, and the students were drenched in sweat. About ten excruciating minutes later, the lecturer apologized for the inconvenience and instructed everyone to personally submit their attendance by writing down their matriculation numbers. Relieved yet disappointed, the students complied, glad that the unbearable ordeal had finally come to an end.
For Taiwo, “the experience was one she would never wish to undergo in her life”.
Taiwo was not the only student who had gone through this unbearable moment. Reacting to the situation, Mojere Abraham, a student within the Faculty of Education said, “The experience was not palatable at all. Everywhere was crowded and there was not enough ventilation and I couldn’t hear what the lecturer was even saying. Merging 4/5 faculties is a very bad idea. For the venue – there is no way the teaching and learning process could take place in that condition and the lecturer’s latter decision was the best option”.
THE BACKGROUND STORY
Upon the commencement of the new academic year, students realized that virtual learning is going nowhere, and so is the familiar instruction “mute your mics”. This mode of education initially emerged during the 2020/2021 academic year when COVID-19 wreaked global havoc. The primary objective of hybrid learning, a blend of physical and virtual classes, back then was to slow down the spread of COVID-19, which thrived in social gatherings and close contact. Eventually, the hybrid system became the norm until last year when students resumed regular physical classes.
To the surprise of many, virtual learning, which was a part of the hybrid approach, has been reintroduced for this semester’s classes. Over the past two weeks, students have engaged in virtual classes for their general courses. Notably, certain faculties, such as the Faculty of Law, have been informed of a shift to hybrid learning. Additionally, some students, like Abraham, have encountered online Biology courses in the Faculty of Education since the beginning of the semester. This resurgence raises questions like, “Why has this system returned? Is it due to concerns about the new COVID strain or as a result of the fuel subsidy? Do lecturers find the hybrid learning system enjoyable and more effective?”
Apart from the reintroduction of the hybrid learning system for general courses, recent developments regarding lectures for 300-level students, particularly in general courses, have caused concern. Unlike previous sessions when students from one faculty were divided into groups or convened in a large lecture theatre for a GES course, students from Five large faculties (Faculty of Arts, Education, Renewable and Natural Resources, Clinical Sciences, Sciences) now find themselves merged for a GES course – GES 301. Unfortunately, no lecture theatre on campus can accommodate such a large group without significant inconvenience.
The reasons behind this decision made by those in charge remain unknown, leaving students of these five faculties with a multitude of unanswered questions.
IMPACTS OF THIS DEVELOPMENT ON STUDENTS
This pressing issue casts a shadow over the academic experiences of students in these academic departments. While proposing remedies for this situation, it is imperative to recognize the far-reaching impact of this distressing development, particularly concerning General Studies courses, such as GES 301.
Firstly, the strain on meaningful interaction between instructors and students stands out as a significant consequence. The sheer volume of students in these classes hinders active participation in class discussions, the expression of individual thoughts, and obtaining clarifications from the instructors. This chaotic atmosphere breeds disorder due to a lack of accountability and discipline. Consequently, intellectual growth stagnates, with students more prone to distractions rather than focusing on the course material. This can lead to students feeling disconnected, and unable to engage in meaningful discussions or receive adequate attention from their tutors. It may cause them to perceive general courses as mere formalities rather than opportunities for personal and academic development, ultimately eroding the overall quality of education.
Furthermore, the regrettable consequence of these large General Studies classes is the waste of valuable time. Complex subjects demand thorough explanations and opportunities for students to seek clarification through questions. Instead of fostering meaningful intellectual exchanges, precious class time is squandered on maintaining order.
Opeyemi Adeniji, a student of the Faculty of Renewable Natural Resources, in an interview with AFAS press correspondent, Agnes Oyedokun, expressed her disapproval of the way the class had turned out so far.
She said, “The classes are not organized at all. Students are not given enough time to submit their assignments. The LMS portal not automatically enrolling students is exhausting. Another thing is that after paying the technology fee, we are still expected to join online classes and the Zoom class only accepts 300 participants when the class is over a thousand people”.
Also, Gloria Victoria, a student of the Faculty of Education, expressed her discontent with the disorganization observed in the classroom.
“The last class I attended was not that organized because out of over 1000 participants, only 300 people were able to access the class. I was unable to log in, I only got the details of the class from people. Last year, we were grouped and it was very easy to have access to tutors unlike now”.
Daniel Adedoyin*, a student of the Faculty of Arts, said, “The tutor told us that he already informed the faculty sub dean but we didn’t get to know about the classes until after the third one. Why? Attending GES classes since last year has been a very exhausting task. From departmental groups in 100L to grouping faculties in 200L, and now the method in 300L is very exhausting because of the way we are being grouped. For the last GES 301 Zoom class, the limit was 300 and we were over one thousand. The tutor told everyone who couldn’t join the class not to fill the attendance list”.
Also reacting, Damilola Oyeniyi*, a student of the Faculty of Clinical Sciences complained, saying, “I didn’t know I was to do GES 301 in the first semester until the end of last week. At first, I didn’t want to do the assignment because they gave us no prior notice but when they gave us the grace to submit it later, I decided to continue. I also have a problem with the prices of the GES textbooks. Our GES fee was doubled, the prices of the GES textbooks have also been increased and we can’t even have access to conducive learning”.
WAY FORWARD
To address these challenges, experts say it is crucial to explore practical solutions. One viable approach suggested was revisiting the smaller group format that the University management employed in previous semesters, which encourages active participation.
Smaller groups foster a sense of accountability and facilitate effective learning. This adjustment will also empower instructors to offer individualized attention, ensuring that no student is left behind and promoting peer learning.
Investing in advanced technology and educational resources is another alternative suggested. This can help maximize the limited time available in General Studies classes. Employing interactive meeting platforms capable of accommodating over 1,000 students simultaneously would enhance student engagement and foster active learning.
The chaotic nature of the class presents challenges for both students and instructors. The adverse effects on students like Taiwo’s learning experience as well as results, re-emphasize the need to return to smaller group settings like the previous sessions.
Editor’s note: Some names were changed in the report at the request of the sources.