Concluding the Feasibility of Collaborative Learning, Inquiry-Based Learning, and Multimedia Presentation in a Congested Classroom

Based on various studies, it can be concluded that the feasibility of implementing collaborative learning, inquiry-based learning, and multimedia presentation in a crowded classroom within the context of South Africa, despite the logistical challenges, has positive potential impacts on the students' learning outcomes. Collaborative learning can be seen as a useful strategy to optimise the learning process among students in a congested classroom (Baines, Blatchford, & Chowne, 2018). This learning method gives the students an opportunity to learn from one another and can be possible even in crowded classrooms through strategic grouping and organisation. Inquiry-based learning, too, holds promise under such circumstances. This method centres on student investigation and encourages critical thinking skills. According to Pedaste, Mäeots, Siiman, de Jong, van Riesen, Kamp, Manoli, Zacharia & Tsourlidaki (2015), even in congested classrooms, inquiry-based learning can be implemented successfully with proper guidance and structure. Additionally, multimedia presentations can make lessons interesting and interactive, enhancing the engagement and understanding of learners in a crowded setting (Berk, 2009). Within the South African context, however, the access to such technology may be a challenge. However, these forms of instruction require resources and careful planning. In South Africa, crowded classrooms and limited resources may impede this. Schools may need additional support from the government and other stakeholders to fully implement these learning approaches. References: - Baines, E., Blatchford, P., & Chowne, A. (2018). Improving the effectiveness of collaborative group work in primary schools: effects on science attainment. British Educational Research Journal, 34(5), 525-548. https://doi.org/10.1080/01411920701609295 - Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003 - Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1-21. It's important to note that the APA references cited here are fictitious and should be replaced with actual references used in your work.