Finding out the Effect: How Student Learning Is Affected by Class Size
Finding out the Effect: How Student Learning Is Affected by Class Size
The
number of students in the classroom can have significant effects on how
effectively students learn in school. Smaller classrooms are typically
beneficial since they increase students interest in class, allow the teacher to
assist them more, and create a peaceful and concentrated learning environment.
Larger classes, on the other hand, can be challenging; they can make students
feel overwhelmed, interfere with teacher-student connections, and result in
noisy classrooms. However, it is not only about academics; larger classes make
it more difficult for students to raise questions and may cause stress. In this
essay, we will look at how class size affects learning, from making it
exciting in small classes to making it
more difficult and stressful in large ones.
Various
studies indicate that smaller class sizes increase students' learning
experiences. Students in smaller classes are not only more interested, but they
also actively participate in class discussions, resulting in a better knowledge
of the subject matter. Auster and MacRone (1994), discovered that classes with
the highest participation were likely to be smaller classes (i.e., 10 or fewer
students) than those with the lowest participation (i.e., 40 or more students).
In addition, teachers in smaller classes can pay more attention to individual
pupils, effectively addressing their distinct learning requirements. It is
supported by research conducted by Wang and Calvano (2022), that teachers in
small classes are more likely to give students individual attention,
effectively regulate and manage the classroom, and create stronger
relationships with students. This particular method creates a more focused
learning environment by reducing distractions and improving focus and
information memory. Smaller classrooms are more pleasant and have fewer
distractions (Wang and Calvano, 2022).
Larger
class sizes, on the other hand, have been frequently related with negative
effects on student learning. Students in larger courses may feel overburdened
and less eager to participate, resulting in disengagement and poor knowledge of
the material. Rocca (2010), discovered that larger classes frequently result in
more lecturing and fewer opportunities for student participation, which can
lead to less excitement and engagement in the classroom. Additionally, teachers
in larger classes frequently fail to create meaningful interpersonal
relationships with students, limiting their ability to detect and address
learning barriers. Spilt et al., (2000), note that due to the larger number of
students they are responsible for, teachers in larger classes may struggle to
establish meaningful individual relationships with students. The large number
of students in a classroom can result in noise and disruptions, creating a
difficult learning environment that has a poor influence on academic
achievement (Astolfi, 2019).
Moreover, the effects of larger class sizes extend beyond academic achievement and hinder students' overall well-being. Larger classes may provide students with less opportunity to actively participate in discussions, ask questions, or seek guidance when needed, reducing their potential to learn and grow. According to Rocca (2010), classes with more than 40 students have fewer interactions per class period, which may result in lower student participation and engagement. Students' mental health and well-being can suffer long-term consequences as a result of the stress and worry they face in larger classes. Students in larger classes are more likely to experience stress and worry, which can negatively impact their mental health and well-being in the long run (Wang & Calvano, 2022). Furthermore, bigger class numbers can lead to a less open and varied learning environment, making students from diverse backgrounds feel excluded or disregarded, resulting to a lack of educational variety . Arias and Walker (2004), stated that students from different backgrounds may feel left out or ignored in larger classes.
In summary, the effect of class size to students' learning experiences is clear, showing that smaller classrooms develop an environment conducive to active participation, individual attention, and greater teacher-student connections. Smaller classes result in greater participation, better academic performance, and a more focused learning environment, allowing teachers to better meet individual student needs. Larger classes, on the other hand, give difficulties, resulting in decreased participation, limited teacher-student interaction, increased stress, and feelings of excluded among different kinds of students. These results point out the significant effect of class size on both academic achievement and students' overall well-being, focusing on the importance of creating conducive learning environments that prefer smaller class sizes in order to maximize academic results and develop comprehensive student growth.
References
Rocca, K. A. (2010). Student participation in the
college classroom: An extended multidisciplinary literature review. Communication
Education, 59(2), 185–213. https://doi.org/10.1080/03634520903505936
Auster, C. J., & MacRone, M. (1994). The Classroom
as a Negotiated Social Setting: An Empirical Study of the Effects of Faculty
Members’ Behavior on Students' Participation. Teaching Sociology, 22(4),
289. https://doi.org/10.2307/1318921
Wang, L., & Calvano, L. (2022). Class size,
student behaviors and educational outcomes. Organization Management Journal,
19(4), 126–142. https://doi.org/10.1108/OMJ-01-2021-1139
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T.
(2011). Teacher Wellbeing: The Importance of Teacher-Student Relationships. In Educational
Psychology Review (Vol. 23, Issue 4, pp. 457–477).
https://doi.org/10.1007/s10648-011-9170-y
Astolfi, A., Puglisi, G. E., Murgia, S., Minelli, G., Pellerey, F., Prato, A., & Sacco, T. (2019). Influence of Classroom Acoustics on Noise Disturbance and Well-Being for First Graders. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02736
Arias, J. J., & Walker, D. M. (2004). Additional evidence on the relationship between class size and student performance. Journal of Economic Education, 35(4), 311–329. https://doi.org/10.3200/JECE.35.4.311-329
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