The effect of class size on learning quality
The Effect of Class Size on the Learning Quality of University Students from Different Disciplines
Abstract
This paper investigates the effect of class size on the learning quality of university students from different disciplines. Previous studies have looked at the general effect of class size on students’ learning quality as well as the reason for the class size set up. However there is a lack of knowledge in the effect of class size in different discipline. Through interviewing 8 first year undergraduate students from the University of British Columbia, it is proven that for arts and arts related courses, smaller class size helps to provide students better learning quality. It is due to the fact that increased interaction with instructor helps students elicit and develop new thinking. While the class size of science and science related courses presents a less significant effect on students’ learning quality since most first year science courses do not require as much critical thinking as arts courses.
Introduction
In the University of British Columbia, the average lecture size in 2012 was 80.40 students per lecture for lower level courses (Courses numbered < 300), and 51.90 students per lecture for upper level courses (Courses number 300-499) (BC HEADset, 2012). It has long been a debate as to whether small class size improves students’ learning quality. In the research done by Chapman and Ludlow (2010), they showed that there is a negative relationship between larger class sizes and perceived student learning. Other researchers have also provided evidence that there is a negative impact of class size on student evaluations of instructor effectiveness (Bedard & Kuhn, 2008; Mandel & Süssmuth, 2011). On the other hand, Kumar argued that it is possible to provide interactional opportunities for students regardless of the class size, and thus class size does not make a difference.
Chapman and Ludlow (2010) had also explored the reason behind the set
Abstract
This paper investigates the effect of class size on the learning quality of university students from different disciplines. Previous studies have looked at the general effect of class size on students’ learning quality as well as the reason for the class size set up. However there is a lack of knowledge in the effect of class size in different discipline. Through interviewing 8 first year undergraduate students from the University of British Columbia, it is proven that for arts and arts related courses, smaller class size helps to provide students better learning quality. It is due to the fact that increased interaction with instructor helps students elicit and develop new thinking. While the class size of science and science related courses presents a less significant effect on students’ learning quality since most first year science courses do not require as much critical thinking as arts courses.
Introduction
In the University of British Columbia, the average lecture size in 2012 was 80.40 students per lecture for lower level courses (Courses numbered < 300), and 51.90 students per lecture for upper level courses (Courses number 300-499) (BC HEADset, 2012). It has long been a debate as to whether small class size improves students’ learning quality. In the research done by Chapman and Ludlow (2010), they showed that there is a negative relationship between larger class sizes and perceived student learning. Other researchers have also provided evidence that there is a negative impact of class size on student evaluations of instructor effectiveness (Bedard & Kuhn, 2008; Mandel & Süssmuth, 2011). On the other hand, Kumar argued that it is possible to provide interactional opportunities for students regardless of the class size, and thus class size does not make a difference.
Chapman and Ludlow (2010) had also explored the reason behind the set
References: Lee, J.J.(2009) Size matters: an exploratory comparison of small- and large-class university lecture introductions. English for Specific Purposes 28(1), 42-57. doi:10.1016/j.esp.2008.11.001. Chapman, L. & Ludlow, L.(2010). Can Downsizing College Class Sizes Augment Student Outcomes?: An Investigation of the Effects of Class Size on Student Learning. The Journal of General Education 59(2), 105-123. Penn State University Press. Retrieved November 23, 2013, from Project MUSE database. Mandel, P. & Süssmuth B.(2011). Size matters. The relevance and Hicksian surplus of preferred college class size. Economics of Education Review, 30(5), 1073-1084. doi:10.1016/j.econedurev.2011.05.011. Bedard, K. & Kuhn, P. (2008). Where class size really matters: class size and student ratings of instructor effectiveness. Economics of Education Review, 27(3), 253-265. doi: 10.1016/j.econedurev.2006.08.007. Kumar, K. (1992). Does class size really make a difference? – Exploring classroom interaction in large and small classes. RELC Journal, 23(1), 29-47. doi: 10.1177/003368829202300103. Words Count: 2055