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Faculty of Technical Sciences Čačak, University of Kragujevac , Kragujevac , Serbia
Faculty of Technical Sciences Čačak, University of Kragujevac , Kragujevac , Serbia
Faculty of Technical Sciences Čačak, University of Kragujevac , Kragujevac , Serbia
Delivering lectures in large student groups at higher education institutions, particularly at technical faculties, presents considerable pedagogical and organizational challenges. Individualized attention is significantly limited, making it difficult for instructors to adequately address the diverse learning needs of all students. Progressing too quickly may confuse students with insufficient background knowledge, while moving too slowly may demotivate advanced learners. Moreover, large class sizes reduce opportunities for interaction through questions, discussions, and active student participation.
This paper examines these challenges in the context of the Faculty of Technical Sciences Čačak, University of Kragujevac, where general education courses are delivered to large, multi-program groups, while professional courses in the later years are conducted in small, focused groups. The study presents a structured approach to evaluating the quality of the teaching process using the multiplicative MCDM method introduced by M. Žižović et al. (2016). A set of qualitative and quantitative criteria, including class size, has been defined and weighted based on expert assessments and student feedback. The results provide valuable insights into the effectiveness of current teaching practices and highlight specific areas for improvement, particularly in high-enrollment courses.
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