The Class‐size Effect Upon Activity and Cognitive Dimensions of Lessons in Higher Education

Mahler, Sophia; Neumann, Lily; Tamir, Pinchas

doi:10.1080/0260293860110104

Cited by 19 publications

(9 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…That is, both less and more able students benefited from increased resourcing, while such an effect was not apparent if the focus of attention was the performance of the average student. Other investigations into the effects of large classes on student performance have indicated poorer grade performance [28], and as one would expect, that large lectures generally produce fewer interactions and of lower cognitive quality [29]. Gibbs et al [26] confirmed the conclusions of Lindsay and Paton-Saltzberg [28] that modules with larger enrolments have lower average marks.…”

Section: Teaching and Learning Experiencessupporting

confidence: 74%

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression

Pokorny

2005

International Journal of Mathematical Education in Science and

View full text Add to dashboard Cite

The UK government's widening participation strategy, and the concomitant development of a mass higher education system, has imposed a variety of pressures on higher education institutions. Not least of these is the changing nature of the student population, and the assumptions that can be made about its skills and knowledge base. It should not be surprising that this rapid expansion of the higher education system has resulted in declining student progression and retention rates. This paper takes a case study approach and attempts to identify the range of factors that might explain the variability of student performance on a first year undergraduate introductory statistics module. The paper concludes that there are no simple predictors of success or failure. However, there is evidence to suggest that any innovations in delivery need to take account of individual student development and that the presumption that students can rapidly become independent learners upon initial entry to higher education is an unrealistic one.

show abstract

Section: Teaching and Learning Experiencessupporting

confidence: 74%

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression

Pokorny

2005

International Journal of Mathematical Education in Science and

View full text Add to dashboard Cite

show abstract

“…Empirical evidence suggests that such an educational context affects the quality of student learning and subsequent performance. For example, large class size negatively affects student performance (Raimondo et al 1990, Fearnley 1995, Gibbs et al 1997, student-teacher interactions and class discussions (Mahler et al 1986, Raimondo et al 1990). Also, a lecture format retards the development of higher-level cognitive skills, including deep approaches to learning (Raimondo et al 1990, Gibbs et al 1997.…”

Section: Background the Educational Contextmentioning

confidence: 99%

“…1990, Fearnley 1995, Gibbs et al . 1997), student–teacher interactions and class discussions (Mahler et al . 1986, Raimondo et al .…”

Section: Introductionmentioning

confidence: 99%

A path model of factors influencing the academic performance of nursing students

Ofori

Charlton

2002

Journal of Advanced Nursing

View full text Add to dashboard Cite

show abstract

“…More specifically, students may feel dislocated from the learning process and this can have negative effects on learning (Australian Universities Teaching Committee [AUTC], 2001). While much research has been conducted into class size and its effects on learning (Lindsay & PatonSalzberg, 1987;Mahler, Neumann, & Tamir, 1986;Raimondo et al, 1990;McKeachie, 1999), there has been little exploration within social work education.…”

Section: Introductionmentioning

confidence: 98%

Intelligent design: student perceptions of teaching and learning in large social work classes

Moulding

2010

Higher Education Research & Development

View full text Add to dashboard Cite

Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students' perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student-centred learning and constructive alignment. Findings revealed that well-integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student-centred course compared with an earlier traditional lecture-style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student-centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education.

show abstract

The Class‐size Effect Upon Activity and Cognitive Dimensions of Lessons in Higher Education

Cited by 19 publications

References 20 publications

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression

A path model of factors influencing the academic performance of nursing students

Intelligent design: student perceptions of teaching and learning in large social work classes

Contact Info

Product

Resources

About