| Резюме: | This study aimed to explore different teaching-learning activities in BRAC schools,
distribution of time in different activities and its relationship with students learning
achievement. The study was done in 30 fifth grade NFPE schools located in a rural area.
Fieldwork for the study was done in September 2001. Sixteen teaching-learning activities
were found that occurred in the classrooms. It was observed that over two thirds of the
total class time was spend in doing more than one activity. Evaluation of the students was
the most time-consuming activity in the schools, which took 28% of the total time. The
other popular activities were students' individual activities, correction of home task by
the teachers, investigation of previous knowledge, teacher's discussion about text
contents, blackboard use by the teacher and textbook reading by the students. Less
amount of time was spent in roll call, textbook reading by the teacher and assembly. Not
much variation was observed in this regard when data were analysed by subject or period.
In general, the teachers spent more time in teaching Mathematics and less time for
Bangia. No significant relationship was found between time distribution and performance
ofthe students.
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