The “Why’s” of Class Size: Student Behavior in Small Classes

Abstract

Small classes in the elementary grades have been shown to boost students’ academic performance. However, researchers continue to seek a consistent, integrated explanation of “why” small classes have positive effects. This article forwards the hypothesis that when class sizes are reduced, major changes occur in students’ engagement in the classroom. Engagement is composed of “learning behavior” and pro- and antisocial behavior. Both are highly related to academic performance. We first review research on the relationship between class size and student engagement. Second, we review sociological and psychological theory about the behavior of individuals in groups to explain how student behavior can be affected by changes in class size. Both theory and empirical findings support our hypothesis, although additional research is required. High-priority questions needing further research are identified in the conclusion.

A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated With Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?

“…Child-teacher ratio was positively related to cognitive and achievement outcomes in classrooms with very low child-teacher ratios, which corresponds with the work suggesting that these ratios may play a role in facilitating highquality interactions between teachers, both those that are emotionally supportive and cognitively stimulating (NICHD Early Childhood Research Network, 2002;Phillipsen et al, 1997). Class size was also significantly related to these outcomes in very small classes, even when controlling for the child-teacher ratio, providing support for the hypothesis that teachers in smaller classes may be more effective, whether through the provision of more developmentally appropriate activities, individualized instruction, or increased effectiveness keeping the class on task (Blatchford et al, 2011;Finn et al, 2003;Howes et al, 1992). However, the effect sizes for smaller classes and those with lower child-teacher ratios were modest and relationships with class size were not consistently significant, suggesting that incremental changes in class sizes and ratios would have limited use as a mechanism to improve center-based ECE effectiveness.…”

The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools

“…She elaborates by stating that small classes allow teachers to identify problems quickly and then apply immediate remedial solution and that will eliminate or at least minimize any future disruption. On the other hand, Finn et al (2003) revealed that class size has great affects on students' social and academic involvement in the class and on the teacher personality as well. That is to say that students in small classes, on contrary to their peers in large ones, are always under pressure to participate in class activities as "they are on the frying line, by being more visible to the teacher and may be called upon at any time to answer questions or to participate in a class activity" (p. 346).…”

“…On a similar view, Normore and Ilon (2006) conclude that classes of a small size positively influence the teaching process as they encourage students and teacher engagement, allow students to be more cognitively engaged, offer ample time for teachers to cover the whole materials and provide safe school environment with fewer misbehaved students. Finn et al (2003) conducted a study to examine how class size affects the social behavior of students and sought to focus on antisocial attitudes such as disruptiveness and misbehavior. From the result of their study, they found that small classes encounter less misbehavior actions than large classes as students in small classes are engaged in more social interactions with their teachers which give them less space to misbehave or fool around.…”

Building Features in Schools That Influence Academic Performance

“…The study was designed so that differences due populations served, per-pupil expenditures, instructional resources, and composition of school staff were controlled. Given the use or random assignment of both students and teachers, this study is one the few large scale studies in education of its kind which allows to the extent possible causal conclusions to be drawn about the outcomes [53][54][55][56].…”

“…Interestingly, there was no difference in student outcome and behaviors found between teacher aide supported and regular classrooms. Also, it appears that minority students and those in inner-city schools reaped the greatest benefits that appear to have continued at least through the 7th grade [54,55]. Finn and Achilles [55] suggests small classes may improve student achievement because of the effect they have on increased student engagement and participation in the classroom.…”