Small Classes and Student Behavior
A recently published study highlights one theory about how class size relates to student academic achievement. A team of researchers (Finn, Pannozzo, & Achilles) reviewed a wide array of empirical research and found evidence that student behavior often varies with class size and academic achievement. They specifically examined studies that addressed class size effects on student learning behavior, student social behavior, and teacher behavior. Among the conclusions of this study are the following:
- "The research investigating the impact of class size on learning behavior is extremely diverse. The studies reported here used a wide range of definitions of student learning behavior and several methods to investigate the role of class size...[These] 11 studies showed a positive impact of smaller classes on students' learning behavior regardless of the methods or measures employed." [p.333]
- [With another set of studies,] "The pattern of results for antisocial [student] behavior was highly consistent. Despite a range of definitions of antisocial behavior, these studies demonstrated clearly that reducing class size reduces antisocial behavior. Students in small classes were less likely than students in large classes to fool around, engage in inappropriate behavior, or disrupt the work of other students, and they had fewer referrals for discipline problems...The evidence of a positive impact of class size on students' prosocial behavior is less complete. Smaller classes appear to promote an atmosphere in which students are more supportive and caring about each other..." [p.341]
- "The nine studies [of teacher behavior] reviewed here begin to demonstrate relationships between class size and teachers' interactive styles. Of the three mechanisms postulated, the studies confirm two: that teachers get to know each student more intimately in small classes and that their tolerance for a broader range of student behaviors is increased. The results of the research are consistent, and we conclude tentatively that these effects do occur. None of the studies reviewed addressed the third possibility: that teachers' enjoyment of teaching is increased in small classes and students' enjoyment of learning increases as a result..." [p.345]
- "The studies reviewed show that smaller classes can affect students' social and academic behavior. To understand how this occurs, we examined the work of psychologists and sociologists on group size and member participation. Two principles, termed 'visibility of the individual' and 'sense of belonging,' [were viewed] as components of a theory linking class size and student behavior...The effects on motivation and on active participation have been studied in terms of 'diffusion of responsibility' and 'social loafing,' respectively...From a 'sense of belonging' perspective, smaller groups may encourage member [student] participation (a) because smaller groups are more unified in their purposes and actions than are larger groups and (b) because individual members often feel that they are more closely affiliated with the group, receiving guidance and support from other group members...[constructs] described...by sociologist Georg Simmel...in terms of 'group cohesiveness' and 'psychological sense of community,' respectively..." [pp.346-348]
These findings may inform educational analysts in K-12 and in higher education. For higher education, the concepts of teacher behavior, visibility, and sense of belonging probably have relevance for analysis and policy regarding class size in postsecondary institutions. The study's researchers are Jeremy D. Finn (State University of New York, Buffalo); Gina M. Pannozzo (SUNY Buffalo), and Charles M. Achilles, Eastern Michigan University). Details of the study appear in their article ("The 'Why's' of Class Size: Student Behavior in Small Classes") in the Review of Educational Research (Vol.73, No.3, Fall 2003, pp.321-368).
[Abstract by Willard Hom, Director Research & Planning, System Office California Community Colleges, completed 2/21/05]
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