Class Size in Relation to Student Achievement and Behavioral Issues


Author/Creator ORCID





Masters of Education

Citation of Original Publication


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


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.