Class Size: Impact On Student's Achievement

“Education is not preparation for life; education is life itself.” John Dewey. Education is the most important tool for a good life. The success and achievement of a country depends on the educational system. Hence, each country tries different ways to develop their academic educational system. One of the ways, which researches showed, that could have a great impact is the reducing of class size. Is that really impact on student’s achievement? How? Small class size can be beneficial for increasing academic achievements. However, some researchers believe that class size doesn’t have any great impact on student’s achievements. This essay will critically assess the different types of evidences based on projects and anecdotal and researches elaborated

Students can engage and participates more in the class and having more activities, which that would help student to learn more. In small class size there is no place to hide, some students have not that much courage to speak and talk in a large class so this is a very great opportunity for the teacher to give courage and promote students to talk and participate in class activities (Kennedy, 2015). Kennedy also stated students really do learn more when classes are small. They learn faster. They progress through the material more quickly and they listen to the teacher carefully. Teacher could use different methods of teaching and provide various materials in order to making students understand very well. Students could ask their question with no fear and express their opinion by courage (Boarding school Review, 2015). On the other hand Dobie & Ronald (2011) two Harvard researchers, are disagree that class size is the major effect of students success According to their study for the National Bureau of Economic Research, during their studies they examine 35 schools and they have found that class size, teachers certifications and educator with advanced degree have not any important impact on students achievements but they stated other sources which they believe those have more effective on students achievements such as, data-driven instruction, increases in

This project compared the scores of small class size from the kindergarten to the third grade student. SAGE divided classes to the two groups, comparison classes and SAGE to show the affect of class size reduction on student’s achievement. The evolution, involved "80 kindergarten, 96 first-grade, and 5 mixed kindergartens and first-grade classrooms at the start of the 1996-1997 school year. An additional 113 second-grade were added in 1997, and 88 third-grade classrooms in 1998 (AlexMolnar, Philip Smith, John Zahorik, et al. 2000). Between 1955-1989 STAR project in Tennessee which involved 1200 teachers and 12000 students showed that class size does matter on improving of students achievements. Finn & Achilles declared different benefits for students in small classes. Better performing after going back to the large classes is one of the remarkable benefits of small class, which they mentioned. Finn said, that ‘students in small classes exceeded in performance than their colleagues in normal class by 5th of standard a standard deviation’ (as cited in Ehrenberg, 20001). But Hanushek (1998) has different idea about the STAR project. He argued that STAR couldn’t be used to proven that the students who studies elementary school in small class they would perform better after returning to the large classes. So, it would be not the effects of class but it would be the effect of qualitative