The Advantages and Disadvantages of Having a Smaller Class over a Larger One - Essay Example

Literature Review Affiliation LITERATURE REVIEW A lot of studies have been carried out to determine the advantages and disadvantages of having a smaller class over a larger one. Researchers have tried to draw a correlation between the number of students in a classroom and the student’s academic performance, relationships, teacher morale and teaching style. The findings from these research works have clearly indicated that there is some form of relationship between the number of students and the overall teaching experience in a classroom. The findings of these studies are based on empirical studies. Importance of a Small Class Size Among the most important issues that have been studied by educational reformists and researchers is the importance if having a smaller class size. According to Blatchford et al (2007), the size of a class is a very important indicator of the academic achievement of a class, student and school. Blatchford et al (2007) further indicates that academic performance is greatly enhanced by small size in a classroom. This view by Blatchford et al (2007), on the size of the classroom has made class reduction become an important aspect of education reforms in various countries around the globe. According Kryder (2007), in a small class the each student is able to naturally benefit from the increased attention that they get from the teachers and the individualized instruction. Furthermore, a small class is associated with increased student motivation as well as improved discipline in the classroom. The effect of this is improved teacher morale resulting in improved student academic achievement (Cuseo, 2007). Class reduction reforms have been able to attract political weight and backing in various countries (Chingos & Whitehurst, 2011). In the United States of America, class size has been used as potential indicator of school decline. Milesi & Gamoran (2006) acknowledges that class size can impact on the teachers’ morale, especially where the class has been allowed to increase up to a certain level where even more qualified and experienced teachers have difficulty when it comes to maintaining order in the class and providing targeted help. This has been blamed for the declining performance in some schools Class Size and Student Teacher Relationship The effect of the class size on relationships in a class is another debate that has attracted varied opinions over the years (Blatchford, Bassett, & Brown, 2005). According to Blatchford, Bassett & Brown (2011), students feel more comfortable in a smaller class than a bigger one. This is because the students feel a greater sense of belonging when they are in a smaller class than in a bigger class. In addition, some students find it hard to relate to fellow students and even their teachers in large sized class (Krueger, & Whitmore, 2008) .Such students, therefore, tend to keep to themselves and may even avoid participating in some class activities. The kind of relationship that is developed between the student and the teacher is a determinant factor in the achievement of teaching goals in a classroom. In a class where the students have a positive relationship with the teacher because of the existence of conducive environment, the performance of the students will most likely be good (Magnuson & Waldfogel, 2007). Ready & Lee (2009) reveal that those students who are in a class of less than twenty found it easy and conformable raising their hands in class to participate in class activities. Moreover, such students find it easy to get help from their teachers because of the personalized care and guidance that they get from their teachers. This in turn impacts positively on their performance and achievement of teaching and learning objectives (Ready & Lee, 2009). Class Size and Pupil Behavior Student behavior in a class has also been one area of focus of the studies done to determine the effect of class size on various aspects of learning and schooling. According to Blatchford, Bassett & Brown (2011) class size and the behavior of students has been found to influence learning outcome. In larger class, the teacher finds it hard to monitor the students and to control their actions in the class. This is unlike a smaller class that allows for close monitoring of student behavior. Generally, the studies suggest that smaller classes tend to be associated with fewer student misbehavior and absenteeism. Blatchford, Bassett & Brown (2008) argue that smaller classes in the formative years tend to lead to fewer cases of absenteeism at the secondary levels. In addition, students in a smaller class tend to be positive towards each other and willingness to interact with one another leading to high self esteem. Class Size, Teaching Style and Teacher Morale The number of students in any given class greatly determines the kind of method that the teacher uses to impart knowledge to his or her students. As indicated earlier, Lewit, & Baker (2014) clearly state that in a small class the teacher is able to give individualized instructions to the students and to monitor the students closely. The students are therefore able to get help from the teacher at any time. The courses that require critical thinking to develop problem solving skills in the learners are suitable for smaller class ( Milesi & Gamoran, 2006). In larger classes, teachers normally prefer using the lecture type method that involves the whole class. This is because the teachers cannot get enough time to individually attend to all the students in the classroom. Milesi & Gamoran (2006). indicate that there is a huge difference between teaching unmotivated students in a larger class and motivated students in a smaller class. This usually gives a huge challenge for teachers, especially the new recruits who find it very hard to motivate students in a larger class. The other effect of class size can be seen in the assessment process. According to the study by Krueger (2003), there is a difference in evaluating large class and smaller class. In the study by Krueger (2003), teachers and instructors who work with a smaller number of students in a classroom tended to be more satisfied and motivated because the marking process normally take a shorter time. This enables them to give feedback on assignments and tests witching a short duration. Those teachers who teach classes of above 25 students indicated that marking and evaluation process is normally time-consuming and at times it can delay because of the large number of papers or books to be evaluated. This therefore impacts on the duration taken to give feedback on assessments and tests (Cook & Campbell, 2010) Teachers who teach larger classes find it hard to help the students with their corrections, even after the time consuming marking process has been finalized. This makes more teachers prefer a smaller class over a larger one. In addition, those who teach larger classes were found to be less motivated (Magnuson, Ruhm & Waldfogel, 2007). In general, several research works reviewed have indicated that class reduction is an important educational reform that can be used to help achieve learning objectives. This is because a smaller class size is associated with effective teaching methods, less behavioral disturbances, sense of belonging, higher self esteem and improved grades especially to the disadvantaged students. These varied views on the effect of class size on teaching process from the literature review necessitates the needs to determine the effect that class size might have on the performance of the teacher in determining the achievement of teaching objectives. In these research studies reviewed, there are several and varied research methods that have been used. Some studies have been done empirically while others were qualitative. In these research studies, it is clear that there exists no statistical correlation between class size, student performance, teacher motivation and student behavior. However, it is important to note that observation data from the interviews and questionnaires used indicated that class size can impact on teaching performance. References Babcock, P., & Betts, J. (2009). Reduced class distinctions: effort, ability, and the education production function. Journal of Urban Economics, 65, 314-322. Blatchford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction, 21(6), 715-730. Blatchford, P., Russell, A., Bassett, P., Brown, P., & Martin, C. (2007). The effect of class size on the teaching of pupils aged 7–11 years. School Effectiveness and School Improvement, 18 (2), 147-172. Blatchford, P., Bassett, P., & Brown, P. (2008). Do low attaining and younger students benefit most from small classes? Results from a systematic observation study of class size effects on pupil classroom engagement and teacher pupil interaction. New York: American Educational Research Association Annual Meeting, 1-29. Center for Public Education (2014). Class size and student achievement: Research review. Retrieved July 9, 2014, from http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Class-size-and-student-achievement-At-a-glance/Class-size-and-student-achievement-Research-review.html Cuseo, J. (2007). The empirical case against large class size: Adverse effects on the teaching, learning, and retention of first-year students. Journal of Faculty Development, 21 (1), 5-21. Ehrenberg, R., Brewer, D., Gamoran, A., & Willms, D. (2001). Class size and student achievement. Psychological Science in the Public Interest, 20 (1), 1-30. Kryder (2007).Effects of class size on instructional design. Learning and Instruction, 26(10), 65-77. Krueger, A. (2003). Economic considerations and class size. Economic Journal, 113, 34-63. Krueger, A.B., & Whitmore, D. (2008). Empirical Study of the effect of attending a small class on grades. Economic Journal, , 21 (1), 5-21. Lewit, E., & Baker, L. (2014). Child indicators: Class size. Retrieved July 9, 2014, from http://futureofchildren.org/publications/journals/article/index.xml?journalid=52&articleid=281 Magnuson, K., C., & Waldfogel, J. (2007). The persistence of preschool effects: Do subsequent classroom experiences matter? Early Childhood Research Quarterly, 22 (1), 18-38. Milesi, C., & Gamoran, A. (2006). Effects of Class Size and Instruction on Kindergarten Achievement. Educational Evaluation and Policy Analysis, 28 (4), 287-313. Ready, D. & Lee Valaree. (2009).Optimal Context Size in Elementary Schools: Disentangling the Effects of Class Size and School Size. Project Muse, 28 (4), 287-313. Cook, T & Campbell, D. (2010) Experimental Analysis of Class size and teaching methods. American Educational Research Journal, 44(3), 670-700. Zyngier, D. (2014). Class size and academic results, with a focus on children from culturally, linguistically and economically disenfranchised communities. Evidence Base, 1, 1-23. Read More