The Relationship Between Class Size And Student Achievement

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Introduction
The relationship between class size and student achievement is considered debatable (Wyss, Tai & Sadler 2007). People in the education field such as teachers, administrators and policy makers all have different opinions on whether class size reduction is a feasible solution to raise academic achievement (Wyss et al., 2007). In theory, students in smaller class sizes receive more instruction time, individual attention and more opportunities to participate (Wyss et al., 2007). However, reducing class sizes is expensive, and there is not enough evidence that student achievement increases when class sizes decrease (Wyss et al., 2007). Wyss et al. (2007) intend to provide evidence that the relationship between academic achievement and smaller class size exist.

Purpose
The purpose of this study is to distinguish the relationship between student academic achievement and small class sizes. The two questions that are addressed in this study are: Do teaching methods change in responses to class size and is the size of high school
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The two questions that are addressed in this study are: Do teaching methods change in responses to class size and is the size of high school science classes associated with higher student achievement in college science. The results indicated no significant differences in teaching method used in different class sizes, and the student’s final grades did not have a statistical difference.
In general, I think it was an interesting study, but class size alone cannot determine college success. Other factors that are associated with student academic success such as: teacher quality and the overall classroom environment. Since those two aspects were not addressed or acknowledged in this study, I do not think it does not provide enough evidence that class size significantly influences academic

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