Class Size in Relation to Student Achievement and Behavioral Issues
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Date
2016-07
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Masters of Education
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Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this action research study was to determine whether class size was related to
student achievement and behavioral issues. Data reflecting students’ behavior issues and
quarterly grades were gathered. In addition, teacher and student participants were surveyed
regarding their perceptions of class size and its relationship to instruction, learning, and behavior.
Results indicated that the overall correlation between class size and grades (r= .109) was positive
and statistically significant at the p < .01 level and the overall correlation between class size and
number of BIRs (r= .065) was not statistically significant.
Based on results from this study, there appears to be some relationships between class size and
achievement and behavior, and awareness of these relationships could be important for educators
to establish effective and cost effective programs. Further research controlling for sample
characteristics such as age and ability and for course content and difficulty levels appears
warranted to clarify the relationships between class size, student achievement, and behaviors in
varied subject areas.