Large Class Size

Class size is also a commonly researched factor associated with student achievement .since it is difficult to address individual interest in large class size the instructional method most frequently used is the lecture centred approach, without group participation; oral communication within the classroom from student to lecturers is minimised; written work is assigned less frequently and when assigned, receives less lecturer attention and students are also less known to lecturers as individuals (Akyüz & Berberoğlu, 2010; Konstantopoulos, 2011; Nye, Hedges, & Konstantopoulos, 2001).
Although it is often assumed that being in small class is beneficial to all students, some research findings are inconclusive and even the result is reversed. In research, it is also found that with other variables controlled, class size was positively related to mathematics achievement in Belgium, Hungary, Italy, Lithuania and Netherlands, but not related in Slovak Republic, Czech Republic, Slovenia, and Turkey (Akyüz & Berberoğlu ,2010;Baker & Jones, 2005).
The idea of class size is becoming a concern and an essential point of discussion among scholars in implementing PSA. Scholars assume that as the class size increases, students face any or all of the following problems: lack of clarity of purpose; knowledge about …show more content…
Problem solving approach should be taught regardless of class size. In the case of large classes, students could be divided into smaller groups with group leaders helping their peers. The teacher should ensure that leaders are well motivated and trained in how to manage mathematical content. Student leaders should also have some techniques for working with groups. In this case the teacher should be prepared to monitor what happens within all the groups. Giving long-term assignments will allow students to explore and reflect on possible solutions (Park City Mathematics Institute,