Globalising the Class Size Debate: Myths and Realities

Abstract

Public opinion reflects a 'common sense' view that smaller classes improve student academic performance. This review reveals that the 'class size' effect of increased academic performance, although significant for disadvantaged students and students in the very early years of schooling, does not necessarily transfer to other student groups. Moreover, the literature indicates there are other more cost-effective variables that enhance student learning outcomes such as those associated with teacher quality. Internationally, large-scale interventions concluded that systematic class size reductions were more resource intensive requiring more personnel, training and infrastructure. From the large quantitative studies of the 1980s to the more qualitatively focused research in the last decade, there is a now an understanding that class size reductions function to provide opportunities for more student-focused pedagogies and that these pedagogies may be the real reason for improved student academic performance. Consequently, the impact of class size reductions on student performance can only be meaningfully assessed in conjunction with other factors, such as pedagogy.

The Association of Urbanicity with Cognitive Development at Five Years of Age in Preterm Children

“…By contrast, schools in French rural areas suffer from a shortage of students because of the population decline. Since a teacher can spend more time with each child, smaller school sizes would be a benefit for children [ 41 ]. These associated consequences of oversized classes may be more important for children with cognitive difficulties who need more attention.…”

The influence of class size upon numeracy and literacy performance

“…However, the literature about class size must be read with caution. First, there is a "common sense" view in the community about a positive relationship between lower class size and academic performance (Watson et al, 2013). In part, this view has arisen because the education profession holds the view that research findings that say the effect of class size on student performance is limited or non-existent are counter-intuitive and thus suspect (Watson et al, 2013).…”

“…First, there is a "common sense" view in the community about a positive relationship between lower class size and academic performance (Watson et al, 2013). In part, this view has arisen because the education profession holds the view that research findings that say the effect of class size on student performance is limited or non-existent are counter-intuitive and thus suspect (Watson et al, 2013). Second, while many papers find positive class size effects, lowering class sizes has not led to major improvements in student learning in the general population in the long term (Hattie, 2005).…”

An implementation of remote laboratory for secondary science education

“…For authentic learning of science, students should be encouraged and provided the opportunities to discover results and/or conduct real science experiments by themselves. In addition, large class sizes (Watson, Handala, Maher, & McGinty, 2013) may reduce time for teaching science contents because teachers require additional time to answer individual students' questions and to manage the class. However, authentic experiments will give students the unique experiences of facing errors, uncertainties, failures, and/or unexpected results in the real physical world.…”

“…Second, insufficient time for learning and teaching in science is a prevalent and great challenge in school education (Cheung, 2008) and is often attributed to an over demanding syllabus or allocation of more school time to certain important subjects like languages. In addition, large class sizes (Watson, Handala, Maher, & McGinty, 2013) may reduce time for teaching science contents because teachers require additional time to answer individual students' questions and to manage the class. Consequently, the time allocation for science experiments may be adversely affected; in particular, "experiments that take longer than a standard science lesson may frequently be ignored" (Souter & MacVicar, 2012, p. 11).…”