THE EFFECTS OF CLASS SIZE

Teacher Opinions about Classroom Environment, Effective Teaching, and

Student Achievement
INTRODUCTION
Research Question: Does a large class size have
a negative effect on:

Classroom Environment
Effective Teaching
Student Achievement

Purpose: Survey-based, quantitative study to
determine teacher opinions about this question
LITERATURE REVIEW
1985 Tennessee Study of Class Size in the Early School Grades (Mosteller,
1995)
Achilles, Finn, and Pate-Bain (2002)
Borland, Howsen, and Trawick (2005)
Zahorik (1999)
Englehart (2011)
Folmer-Annevelink, Doolaard, Mascareno, and Bosker (2010)
METHOD

Cross-sectional (one-time), anonymous survey using a Likert Scale of 1-
Strongly Disagree 5 Strongly Agree to measure educator opinions
regarding large class size
Demographic Information
12 Statements having to do with classroom environment, effective teaching,
and student achievement

Convenience Sampling of PK-5
th
Grade Teachers in an urban elementary
school (40 teachers invited to participate; 30 surveys returned 75% return
rate)
RESULTS
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90
100
Item 1 Item 2 Item 3 Item 4 Item 7
Strongly Agree or Agree Neutral Disagree
Does large class size have a negative effect on classroom environment?
Results showed that 87% of teachers agreed or strongly agreed; Mean of 4.30 out of 5, SD=0.61
RESULTS
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20
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40
50
60
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90
100
Item 5 Item 6 Item 8 Item 9 Item 10 Item 11
Strongly Agree or Agree Neutral Disagree
Does large class size have a negative effect on effective teaching?
Results showed that 75% of teachers agreed or strongly agreed; Mean of 4.09 out of 5, SD=0.53
RESULTS
0
10
20
30
40
50
60
70
80
Item 12
Strongly Agree or Agree Neutral Disagree
Does large class size have a negative effect on student achievement?
Results showed that 73% either agreed or strongly agreed; Mean of 4.17 out of 5, SD=0.91
RESULTS
Was there a correlation between the teachers years of experience and opinions
about large class size or a difference in opinion?
Correlation - Pearsons R: -0.23, a weak negative relationship
ANOVA F(3,26)=1.06, p=.38, showing no significant difference

Was there a correlation between the teachers current grade level of teaching and
opinions regarding large class size?
Pearsons R: 0.08 not statistically significant
T test t(df)=0.86, p=.39, showing no significant difference

Was there a correlation between the teachers class size and opinions about a large
class size?
Pearsons R: 0.16 not statistically significant
INTERPRETATION OF FINDINGS
87% felt that large class sizes had a negative effect on classroom environment
(Consistent with Englehart and Folmer-Annevelink, Doolaard, Mascareno, and
Bosker)
More difficult to maintain order and organization
More student behavior problems
Less time on task
Fewer opportunities for student participation
Fewer opportunities teachers have to make meaningful connections with each
student
75% felt that large class sizes had a negative effect on effective teaching
(Consistent with Zahorik)
more difficult to know the strengths and difficulties of each student
more time on daily tasks and procedures and less time for small group instruction
73% felt that large class sizes had a negative effect on student achievement
(Consistent with Tennessee Study Mosteller)
STRENGTHS AND LIMITATIONS
Strengths:
75% return rate on surveys increases validity
Survey was anonymous, clear, unambiguous, short, and had a point of reference
defined by the participant
Survey used a Likert Scale eliminates subjective scoring

Limitations:
Survey was not pilot-tested, but reviewed by several individuals
Convenience sampling of only 30 participants, not generalizable to larger
population
Given at one point in time, which could account for mood or attitude factor
RECOMMENDATIONS
Future research: experimental study measuring student progress in smaller classes
and student progress in larger classes
Using beginning and end of year tests to measure progress
Try to control other variables as much as possible (same teacher, same content
area, same percentage of different populations in each classroom, innate ability
factor in equation)
Advocate for smaller class sizes
Be creative about teaching strategies
Active Participation
Command over Classroom
Chart documenting personal interactions with students
Empower students to be responsible for their learning
Be willing to do what it takes to separate yourself from those willing to settle for
mediocrity