Effect of class size on student achievement and teacher behavior in third-grade

Mary Kay Sommers, Purdue University

Abstract

This study investigated the effects of class size and selected student characteristics (gender, ethnicity, and SES) upon reading, math and composite scores of third grade students in a Colorado school having a high percentage of Hispanic students. The sample consisted of seventy seven (77) students in four small class sizes of 21 or fewer and one hundred eleven (111) students in four large class sizes of 27 or more. One teacher was used in each of the eight classes. Students and teachers were self-selected by being the four smallest or the four largest classes in this school district. The data for this study included tests scores from a Science Research Associates achievement test at the end of second and third grade. Analysis of variance and covariance using class size in conjunction with the minor independent variables of gender, ethnicity and socioeconomic status showed the following results: (1) Students in smaller class sizes scored significantly higher on reading, math and the composite tests than larger classes. (2) Caucasians significantly outscored Hispanics on math and composite tests regardless of class size. (3) Gender was not a significant factor for any of the subtests. (4) Being low SES was a significant, negative factor for reading and composite scores regardless of class size. (5) No significant interactions were found in ANCOVA results between class size and student characteristics. In addition, the Observer Rating Scales were used to describe the behaviors of teachers in different class sizes. Analysis of the observations led to the following conclusions: (1) Teachers of smaller classes gave the students more feedback than teachers of larger classes. (2) Teachers of smaller classes used higher level questioning techniques when compared to teachers of larger class sizes. These results suggest that smaller class size is a significant variable as well as SES and ethnicity affecting achievement scores for third grader students. Teachers of smaller classes are more likely to give feedback to students and expect higher levels of cognitive thinking than teachers of larger classes. The general outcome of this study showed that student achievement is enhanced by smaller class sizes.

Degree

Ph.D.

Advisors

Nicholson, Purdue University.

Subject Area

Curricula|Teaching|Educational sociology

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