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generated, most participants agreed with the theory that smaller class sizes do increase student achievement. However, it was not determined how much other ...
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Running Head: LARGE CLASS SIZE VS. SMALL CLASS SIZE
A Survey of Selected Teachers Opinions to the Effects of Class Size on Student Achievement among Middle School Students Sarah Leahy Marygrove College
Submitted in partial fulfillment for the degree of Master’s in Educational Leadership EDL 665
Abstract Researchers have studied the affects of class size on student achievement for years. Therefore, the size of classes presently is disturbing. In regards to class size reductions, Murphy, 1998 states that students enjoyed significantly greater improvements in test scores in reading, language arts, and math. A class size research study was conducted based on several reliable constructs, including the CSR program, mode of instruction, financial aspects, classroom and student affects, mathematics achievement, language teaching, and reading achievement. A quantitative research design was used in a sample of 20 middle school teachers between the ages of 25 and 55. Teachers filled out a background information sheet and a seven-question survey. The data was then analyzed to reveal that most teachers strongly agreed or agreed that smaller class sizes increase student achievement in a variety of areas. Based on literature findings and data generated, most participants agreed with the theory that smaller class sizes do increase student achievement. However, it was not determined how much other factors affect class size, such as mode of instruction. It is recommended that future research be conducted that will collaborate the importance of class size on student achievement.
decrease in size, students could have opportunities to increase their academic achievement.
Purpose of Study The purpose of this quantitative study is to determine to what extent the participants agree or disagree with the literature that has been examined. The literature relates class size to student achievement. There is existing research that shows that there is a negative relationship between larger class sizes and student achievement. This study will provide an agreement or disagreement into the theory that smaller class sizes increase student achievement. Several constructs will also be analyzed to determine the extent of class size on academics. No sub-constructs will be examined.
Definition of Terms Significant terms that I will be using throughout this paper are academic achievement, mode of instruction, small class and regular (large) class. These vocabulary words are significant because they represent the true meaning of what class size is and entails within a learning environment. These terms mean the following: Academic Achievement - Accomplishing higher learning successfully. Mode of Instruction - Techniques, strategies, and methods that a teacher uses to instruct his or her students. Small Class - Contains 13-17 students (Murphy, 1998). Regular (Large) Class - Contains 22-25 students (Murphy, 1998).
Research Questions Based on research that has been done previously it has been shown that there is a strong correlation between class size and academic achievement. My research questions are as follows:
To what extent do participants agree or disagree with the literature that has been examined regarding those constructs believed to be related to class size? Do participants agree with the theory that smaller class sizes increase student achievement?
that the teachers were able to spend more time teaching students individually. They were able to devote more time to instructing small groups and to working with individual students on mathematics and language arts lessons than did teachers whose classes were not reduced in size. Murphy, 1998 states that “Students enjoyed significantly greater improvements in test scores in reading, language arts and math” (p 2). Also, they were able to pay more attention to poor readers than they had in the past and were able to focus on individual student skills. Results remained to progress even after the third year of implementing the CSR programs, that is those particular students scores continued to rise on state tests as they were followed from one grade to the next. Regardless of family income, fluency in English, or minority status, the students in the smaller classes achieved higher academic success than those in larger classrooms. Hopkins, 1998 reveals that “Today, about a million of the state’s pupils are in classes of twenty students or fewer. Reports of participation reveal and early test results indicate that the program has had some success” (p 2). Based on this research, results illustrate that smaller class sizes did increase student achievement, based on higher scores on standardized tests. Furthermore, that the CSR programs benefits both teachers and parents. Teachers have more instruction time with students individually and also more time to communicate with parents. Mode of Instruction McCluskeys‘, 1978 reveals that the question of class size has produced various results regardless of the variables used in studies, including achievement, teacher behavior, instruction method, etc.). McCluskey explored the extent at which class size or mode of instruction affects student achievement or makes a difference in classroom
process. During his deployment of a classroom observation instrument, he inspected class size and the educational process. In doing so, he used an alternate analysis technique to collect various data. McCluskey, 1978 supports that “smaller class size is a means to the goal of improved classroom process” (p 13). However, with the same data, he also showed that mode of classroom instruction is the principal variable that affects the classroom process score. This research investigates the shift in findings made by the alternative analysis technique. McCluskey’s conclusions are that smaller class sizes do improve academic achievement. Hopkins, 1998 claims that class size is an issue, although teaching techniques are significant as well. What is still undetermined, is how much teacher mode of instruction plays a part in this achievement increase. Murphy, 1998 “Reducing class size is a significant means of improving student achievement, but it is not the only piece” (p 3). Financial Aspects In the state of California, the CSR (class-size reduction) program has been introduced and has been part of their education process for almost ten years. CSR has generated many positive outcomes for the education system in California. Others, like Guillemette, 2005 feel that reducing class sizes is enormously expensive and should be investigated further, before any changes are to be made. Even though state test scores and academic achievement have continued to increase, the question is whether or not these positive results will be recognized and took into account in other school districts as well. Cromwell, 1998 states that “the most clear-cut problem with reducing class size is the cost. Significantly more must be spent on added teachers and added space to limit class size” (p 2). Other issues at hand include physical space, finding qualified teachers
students and teachers, and increase focus and participation. Mathematics Achievement Murphy, 1998 investigated the research on class size that has been inconclusive across the curriculum. However, Cromwell states that “Teachers generally support smaller class sizes” (p 2). In 1985 Tennessee implemented a class size program, represented as the STAR (student/teacher achievement ratio) project. For four years, students from kindergarten through third grade were monitored and assessed in various subjects. They were assigned to three different groups, small (13-17 students), regular (22-25 students), and a regular classroom with an aide. Both groups of students were assessed and observed continually based on their academic progress. Murphy, 1998 states that “Students in small classes significantly outperformed the other students in both math and reading, every year, at all grade levels, across all geographic areas” (p 2). The statistic measurement of math scores had gone up by .23, especially for minority children. Wenglinsky, 1997 agrees that there is a positive relationship between per-pupil achievement, specifically in mathematics, due to class size reductions. This literature review concludes that reducing class sizes can have a positive affect on overall student achievement. Language Teaching Christensen, 1994 discusses the number of problems that language teachers feel exist in large classrooms. The effects of a large language classroom can lead to a very challenging and ineffective teaching environment. Christensen, 1994 states that “Concentrating on an evaluation of problem areas raises the danger that large classes may be perceived as limiting language learning environments, and that positive aspects get
insufficient attention” (p 122). Due to large class sizes limiting the learning environment, language teachers feel there are several pedagogical issues that are weakened at times. These include difficulties with speaking, reading, and writing tasks, difficulties with monitoring and giving feedback, problems in individualizing work, avoidance of tasks that are demeaning to implement, difficulty getting around the classrooms, and poor attention of students. These problems may exist with individual students at any point, however large class sizes only increase these difficulties. Risley, 1994 indicates that the flow of papers and essays for language teachers specifically is enormous and never-ending. Teachers also deal with management problems, such as pair/group work being difficult to execute, the high noise level that exists, the need for using a loud voice is tiring, impossibility to attend to all students, discipline problems, and difficulties giving back homework quickly after tests. Affective concerns include, difficulty in learning student names, establishing affective rapport with students, attending to weaker students, and assessing student interests and moods. Zhao, 2004 reveals that language teachers sometimes avoid specific activities because they are difficult to implement in larger classes. These findings are based on language teachers‘ experiences. However, teachers of all subjects may experience most of these difficulties as well when working with a large number of students. In conclusion the analysis shows that large classrooms provide a challenging learning environment for both the students and the teacher. Reading Achievement Costello, 1992 teachers argue that smaller class sizes lead to effective teaching and improved learning. This study looks at the reading achievement level of first grade
a variety of areas. On the other hand, issues that are stopping class size reduction from being used in all schools include monetary issues, physical space, and finding certified teachers to fill the new positions that will become available. These literature reviews were found using ERIC (Education Resources Information Center) and via the Internet. Other studies that were reviewed but not selected for this proposal are, ‘The Fiscal Effects of State Mandated Class Size Requirements in Oklahoma‘, ‘Estimating the Cost of National Class Size Reductions under Different Policy Alternatives‘, ‘Recurrent Teacher Cost per Student by Key Learning Area: Upper Secondary Schools‘, ‘Moving Beyond Spending Fetishes‘, and ‘Does Class Size Matter?’. Based on these literature reviews class size does increase student achievement. However, are the financial and other analytical issues worth the success that reduction in class sizes has to offer? This researchers purpose is to determine to what extent participants in the education field agree or disagree with these former findings.
Chapter 3: Methodology Research Design For the purpose of this research, middle school teachers will complete a quantitative questionnaire. This researcher will then use their responses to investigate whether these participants agree or disagree with the literature and its extents of class size. This researcher will also be extending on previous research that suggests the benefits of teaching in smaller classes for the purpose of higher academic achievement. This study will provide evidence that teachers either agree or disagree with what is currently known, that smaller class sizes may increase student achievement.
Theoretical Framework There have been numerous studies done that have investigated the effects of class size on academic achievement. Throughout recent and previous years it has been a question looked at by everyone from educators to government officials. This researcher is testing to see whether or not middle school teachers agree or disagree with the theory that smaller class sizes increase student achievement.
Sampling This researcher intends to use a quantitative questionnaire based on a Likert scale. The questionnaire will be implemented to determine if middle school teachers agree or disagree with what the literature proposes based on the extents of class size. Teachers will be given an informed consent form and an acknowledgement and consent form to fill out before any research will be conducted. There will be 20 teachers participating in the
Responses will be displayed using various tables and graphs. This data analyzes the agreement or disagreement with the literature based on the extents of class size.
Ethics and Human Relations Participants will be informed of what the study entails. They will be told that names of teachers will not be included throughout the study. They will also be informed that their individual responses to the questionnaire will not be shared with others, but used for research data only. All of their information will be kept confidential throughout the entire research process. Participants involved will be given consent forms (See Appendixes B & E) and Human Subject Forms (See Appendix C). Prior to conducting the study, this researcher will obtain permission from the Human Subjects Review Committee at Marygrove College (See Appendix D).
Timeline This study will take place one week in November of 2006. During the following two weeks data will be generated and analyzed to compile results and conclusions.
Future Directions and Limitations Future Directions Many literature pieces have been published based on class size. Also numerous research studies have been conducted that relate class size to student achievement. Therefore, years of data have been compiled. Many results show that smaller class sizes do increase student achievement. In the future, researchers must limit constructs and sub-
constructs so that there is more control over the issue of student achievement specifically and its effects on class size. More studies that apply to class size should be done continually over years of research using the same group of study. Continual gains will show the impact that class size truly has on student achievement.
Limitations There are numerous complications that cannot be addressed based on this research. Some of these include not having a random sample, inferential statistics, or confidence that any of this can be transferred to other students as a sample. Also, the method that this researcher is using does not lend to projection. This is just a small sample of teachers that work cooperatively within the same building in the same school district. Therefore, we are only seeing a small part of the spectrum in these results.
Summary This researcher chose to use a quantitative questionnaire, survey that is designed to investigate if teachers agree or disagree with the literature and its extents on class size. Each teacher will be given a questionnaire to fill out that is developed of 10 questions. There is one question for each construct. All teachers participating will respond to the questionnaire using a four-point Likert scale. Their responses will allow the researcher to generate data that concludes if they agree or disagree with the literature proposed. The literature is based on the theory that class size does affect student achievement. This researcher recognized limitations, made adjustments and addressed the proper consent to conduct the study. Once the researcher gathered results, a timeline was constructed as to
