Implementing Interactive Lectures in Large Physics Classes: An Action Plan for a Bangladeshi College Context

Abstract

Student enrolment at the tertiary level in Bangladesh is increasing to support the rapidly emerging economy. Due to limited budget allocation, insufficient infrastructure support, and a high teacher-student ratio, class sizes have expanded significantly, raising a serious pedagogical issue: conventional lecture-based approaches, commonly used in Bangladeshi contexts, are failing to meet students' demands for conceptually rich, complex subjects like Physics, leading to rote learning, limited conceptual understanding, and a decline in student interest. Considering the limitations of the Bangladeshi tertiary-level college system, this study explores the prospect of Interactive Lectures (IL) as a paradigm-shifting approach for large Physics classes. This study highlights a significant gap in pedagogical practice in Bangladesh by critically reviewing the existing international literature on IL methods, including technology-enhanced Audience Response Systems (ARS), interactive lecture demonstrations, and peer instruction. Through a critical examination of current teaching practices and contextual challenges, including examination-driven curricula, inadequate infrastructure, and excessive faculty workload, the author proposes an integrated action plan that includes pre-class, in-class, and post-class activities using available technologies. The study concludes that, despite systematic challenges, implementing IL can create a more active, student-centered learning environment, potentially reversing the trend of disengagement in science education and better aligning with the objectives of Bangladesh's National Education Policy (2010).