Class Size and Learning: A Theoretical Model

A theoretical model of the relationship between class size and achievement is proposed, based on the assumption that a teacher adjusts the style and pace of a lesson to the least able student in the class. It is shown that the model and an extension to take into account the duration of instruction a...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 1987-07, Vol.80 (6), p.377-379
Main Author: Preece, Peter F. W.
Format: Article
Language:English
Subjects:
Achievement tests
Class size
Educational sciences
Expected values
Meta analysis
School architecture
School life
Standard deviation
Teachers
Tutorials
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Summary:A theoretical model of the relationship between class size and achievement is proposed, based on the assumption that a teacher adjusts the style and pace of a lesson to the least able student in the class. It is shown that the model and an extension to take into account the duration of instruction account well for various features of the data collected in the Glass and Smith (1978) meta-analysis of research. In particular, a correlation of 0.62 between predicted and empirical effect sizes was obtained.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1987.10885787