The Impact of Class Size on Instructional Strategies and the Use of Time in High School Mathematics and Science Courses

This study estimated the impact of class size on instructional practices and the use of time in high school mathematics and science courses. More specifically, the analysis examined the influence of class size on two categories of variables that measure the use of time: (a) time devoted to instructi...

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Bibliographic Details
Published in:Educational evaluation and policy analysis 1999-06, Vol.21 (2), p.215-229
Main Author: Rice, Jennifer King
Format: Article
Language:English
Subjects:
Class Size
Educational strategies
High Schools
Homework
Longitudinal Studies
Mathematics education
Mathematics Instruction
Mathematics teachers
National Education Longitudinal Study 1988
Science Instruction
Science teachers
Secondary school mathematics
Small Classes
Teacher Student Ratio
Teachers
Teaching Methods
Test scores
Time Factors (Learning)
Time Management
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Summary:This study estimated the impact of class size on instructional practices and the use of time in high school mathematics and science courses. More specifically, the analysis examined the influence of class size on two categories of variables that measure the use of time: (a) time devoted to instruction (e. g., working with small groups, using innovative instructional practices, leading whole-group discussion, amount of homework assigned) and (b) time committed to noninstructional activities (e. g., conducting administrative tasks, maintaining order). The analysis also explored the influence of other factors such as characteristics of the class and the teacher. Findings revealed that class size has an impact on the use of class time, both instructional and noninstructional. The effect varied by subject area, type of student, and amount of time teachers spend planning for class.
ISSN:0162-3737
1935-1062
DOI:10.3102/01623737021002215