An examination of class size reduction on teaching and learning processes: a theoretical perspective

Abstract

The question of how class size impacts on student learning has been debated for some time, not least because it has substantial financial implications for educational policy. The strength of this debate notwithstanding, results from numerous international studies have been inconclusive. The study from which this paper stems sought to conceptualise the effects of class size on teaching and learning processes, an under-researched area in this field. To do that, the study explored qualitative differences in learning processes in large and small classes, drawing on social learning theory and the conceptual framework of community of practice to elucidate any differences. The data set includes classroom observations and interviews with students and teachers in four pairs of large and reduced-size English language classes in four Hong Kong secondary schools. Findings show that students were more motivated and engaged in their learning in the small classes studied. They also showed that the characteristics of a community of practice were more evident in the smaller classes. This paper concludes that it is the conditions that foster the development of a community of practice that have a critical role in bringing about high quality learning and that these conditions tend to be more easily met in smaller classes although there is no necessary relationship between the two. *Corresponding author. Room 123, Hui Oi Chow Building,

Mobile‐Based micro‐Learning and Assessment: Impact on learning performance and motivation of high school students

“…Homework is an important part of student learning, and it is positively associated with students' achievement in K‐12 science (Fan et al, ). Furthermore, its role receives greater importance especially in content‐heavy curriculums (Ruohoniemi & Lindblom‐Ylänne, ) and large class sizes (Harfitt & Tsui, ). The study builds on existing research about the benefits that computer‐based homework offers to students, for example, immediate feedback and step‐by‐step scaffolding (Hauk, Powers, & Segalla, ; Mendicino, Razzaq, & Heffernan, ) as well as optimization of student learning (Babaali & Gonzalez, ; Kelly et al, ).…”

Introductory soil courses: a frontier of soil science education in Canada

“…These ranged from a lack of adequate support to deliver the course (31% of respondents), students not having enough of science background to follow material covered in this course (26%), having students of diverse backgrounds in the course (21%), not having enough time to cover all relevant topics (21%), and too large class size (13%). Indeed, students are generally more motivated and engaged in their learning in the small classes (Harfitt and Tsui 2015); however, the learning environment (e.g., learning supports, campus environment), the student behaviors and actions (e.g., student preferences, effort, and time engaged), and personal influences (background knowledge, workload, and self-regulation) are all well known to strongly influence student success (Boles and Whelan 2016). Therefore, challenges highlighted by some of the respondents are common and not specifically restricted to introductory soil science courses.…”

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

“…The variable class-size might also be also playing as a moderator in the present research due to CLIL participants were organized into one single learning group while participants from the CLT method were organized into two teaching groups. For future research, it would be interesting to study how class size influences ESL/EFL methods (Fountas & Pinnell, 2018;Harfitt & Tsui, 2015).…”