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This paper is based on an action research carried out in two Kenyan Primary schools in Nairobi. The purpose was to implement group work and pair work to improve teaching and learning in large classes by creating interaction opportunities for learners. This was a mixed method study of dominant/less dominant design where interviews and structured and unstructured observations were used as methods of data collection.The study established that systematic incorporation of cooperative learning basic elements in group work made it more viable in creating interaction opportunities for learners in large classes. Though pair work was modified to enable learners to be interactively accountable both at individual and level and as pairs, it was not as successful as expected.

The introduction of Free Primary Education in Kenya in 2003 resulted in large class of about 50- 100 learners. Teachers were not prepared, nor were they supported o effectively teach and handle these classes. Teaching and learning in these classes is generally teacher centred, associated with whole class instruction, lecturing and other expository methods with minimal learner interaction, resulting in rote learning. This study sought to improve teaching and learning in large classes by creating opportunities for learner interaction. Collaborative action research with four teachers in two schools in Nairobi was adapted. This paper is based on the action research process of which pair work and group work was improved upon to create interaction opportunities for learners. Findings indicate that unlike the reconnaissance stage, which was dominated by Teacher Led Recitation (TLR) with minimal learners’ interaction engagement, there were more activities of pair work, teacher elicitation and seat work. Moreover, teachers were able to diversify the type of questions asked to cater for creation of interaction opportunities among learners. [ABSTRACT FROM AUTHOR]

This paper is a narrative of my personal experiences of conducting action research in Kenyan primary schools. It highlights the opportunities, successes, challenges and dilemmas I encountered during the process: from the school hunting period, to the carrying out of the actual research in two schools, with four teachers. This study reveals that although it may be challenging to conduct action research in schools/classrooms due to the stakeholders' perceptions and attitudes about teaching and learning in an exam oriented context, the researcher's disposition in terms of how he/she relates and interacts with participants may, to some extent, determine the level of a study's success.

Since the declaration of free primary education in 2003 in Kenya, there has been a big influx of children into schools, resulting in very large classes. Teachers were not prepared to handle and teach these large numbers of learners effectively. Teachers encounter enormous challenges, impacting on the quality of teaching and learning, therefore the provision of 'quality' education. However, there are no systematic specialised professional development structures that have been put in place to support teachers. It is therefore my suggestion that 'specialised' support organised at school level may equip teachers with the skills and knowledge to enable them to deal adequately with the issues of these classes. This is a literature/experience narrative that analyses how the existing school-based professional structures can be strengthened to support teachers of large classes to improve their teaching and learning practices. [ABSTRACT FROM AUTHOR]