Impact of class size on student engagement: literature review and preliminary data analysis
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Transcript of Impact of class size on student engagement: literature review and preliminary data analysis
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Impact of class size on student engagement: literature review and preliminary data analysis
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Advantages of a small class• Knowing your students• Easier to have discussion rather than lecture• Number of assignments• Exam type• Larger classes may have lower attendance• Easier to not respond in a large class
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Literature review
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The impact of class size on grades• Small better: Small class size has a positive effect on
odds of getting a good grade (Scheck et al., 1994; Westerlund, 2006; Gibbs et al., 1996; Johnson, 2010)
• No impact on grade due to class size (Hancock, 1996)
• Large better: Students performed better in a large mega-section (150 students) than a small section (30 students)– the mega-section had additional technology tools, and
an additional hour of small group meeting to cover problem solving and study skills (Brusi et al., 2013)
• Effect of class size flattens as class size increases and almost ceases to exist when class reaches 50 for some disciplines. (Johnson, 2010)
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Exam scores, standardized test scores• Small better: Better final exam score for
students in smaller course (Schattke and McAllister, 1962)
• No impact of size (Arias and Walker, 2004; Baldwin, 1993; Bowling et al., 2008)
• Large better: Students in large class outperformed small when attendance and GPA were taken into account (Hill, 1998)
• Large better: Students in larger classes scored better on a standardized economics test (TUCE III) (Lopus and Maxwell, 1995)
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Long term retention, grades in future courses• Small better Students in a larger macroeconomics
classed had lower grades in the second course than students in the small intro course (Raimondo et al., 1990)
• No impact: Class size had no impact on the long term retention of material (Siegel et al., 1960; Siegfried and Kennedy, 1995), no impact on the proportion of students who changes majors (Baldwin, 1993), no impact on the grades in the next course or an intermediate level course (Baldwin, 1993), and no impact on the grade in a microeconomics sequence (Raimondo et al., 1990)
• Large better: A larger proportion of accounting students in the large class continued into the next two classes (Baldwin, 1993)
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Experimental design
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What is the relationship between class size and student engagement
in classes with greater than 30 students at Juniata College?
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Benefits of engagement• A pathway to success in college (Hu, 2011) for
both performance and persistence (Gasiewski et al., 2012)
• May have a more significant impact on lower achieving students, students of color (Kuh et al., 2008) and non-traditional students (Gilardi and Guglielmetti, 2011)
• The lowest-ability students benefit more from engagement (Carini et al., 2006).
• Positive (but weak) linkages between engagement, critical thinking and grades (Carini et al., 2006)
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Engagement• Behavioral engagement: participation in the
classroom (attending class, paying attention, asking questions), extracurricular events, or social activities (Fredricks et al., 2004; Gasiewski et al., 2012).
• Emotional engagement: a student’s feelings (positive or negative) to faculty, classmates, school (Fredricks et
al., 2004), and their feelings of boredom, anxiety or excitement in class (Gasiewski et al., 2012).
• Cognitive engagement: the student’s level of commitment to learning, including willingness to work hard to master the material (Fredricks et al., 2004).
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Study design• Survey students in classes of 30 and up.• List of courses generated by registrar,
volunteers solicited.• Six different departments, all 100 or 200 level
classes (THANK YOU!!)• Faculty provided information on teaching
practices and perceptions of engagement• On-line survey given to students in that class
between 11/1 and 11/21
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Results: classes
Number of students enrolled in course
Num
ber o
f cou
rses 25 courses total surveyed
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Results: students
Number of students enrolled in course
Num
ber o
f stu
dent
s
986 responses
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Results: graduation year
Num
ber o
f stu
dent
s
Graduation year
Fres
hman
Soph
omor
e
Juni
or
Seni
or
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Distribution within FSHN
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Disclaimers• Small sample size by class• No indication of cause and effect• Avoid over generalization
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Is this course required?
≥80
<40 students 40-49 50-59
60-79
Perc
enta
ge o
f stu
dent
s in
th
at s
ize
grou
p
Requ
ired
for m
y PO
E
Requ
ired
for 2
ndar
y
Elec
tive
in P
OE
Elec
tive
for
dist
ributi
on
Requ
ired
for m
y PO
E
Requ
ired
for 2
ndar
y
Elec
tive
in P
OE
Elec
tive
for
dist
ributi
on Requ
ired
for m
y PO
E
Requ
ired
for 2
ndar
y
Elec
tive
in P
OE
Elec
tive
for
dist
ributi
on
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Engagement• Behavioral engagement: participation in the
classroom (attending class, paying attention, asking questions), extracurricular events, or social activities (Fredricks et al., 2004; Gasiewski et al., 2012).
• Emotional engagement: a student’s feelings (positive or negative) to faculty, classmates, school (Fredricks et
al., 2004), and their feelings of boredom, anxiety or excitement in class (Gasiewski et al., 2012).
• Cognitive engagement: the student’s level of commitment to learning, including willingness to work hard to master the material (Fredricks et al., 2004).
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Behavioral engagementI attend all the class sessions
Strongly agree
Strongly disagree
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Is there are relationship between class size and the amount of texting?
Almost every class period
Often
Sometimes
Never
Similar pattern for e-mail, social media, and paying attention in class
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Behavioral engagementHow often do you ANSWER questions posed by the
instructor in class?Almost every class period
Often
Sometimes
Never
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Behavioral engagementHow often do you ASK the instructor a question in class?
Almost every class period
Often
Sometimes
Never
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Engagement• Behavioral engagement: participation in the
classroom (attending class, paying attention, asking questions), extracurricular events, or social activities (Fredricks et al., 2004; Gasiewski et al., 2012).
• Emotional engagement: a student’s feelings (positive or negative) to faculty, classmates, school (Fredricks et
al., 2004), and their feelings of boredom, anxiety or excitement in class (Gasiewski et al., 2012).
• Cognitive engagement: the student’s level of commitment to learning, including willingness to work hard to master the material (Fredricks et al., 2004).
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Emotional engagementI feel like the instructor cares about and supports my
efforts to learnStrongly agree
Strongly disagree
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Emotional engagementMy instructor knows who I am (e.g., knows my name,
recognizes me)Strongly agree
Strongly disagree
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Emotional engagementI like my instructor
Strongly agree
Strongly disagree
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Emotional engagementStrongly agree
Instructor cares about my learning
Strongly disagree
strongly stronglydisagree agree
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Emotional engagementStrongly agree
Instructor cares about my learning
Strongly disagree
strongly stronglydisagree agree
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Emotional engagement
Strongly agree
I feel anxious or nervous about this class
Strongly disagree
I feel anxious or nervous about this class
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In this class, how often so you…feel bored? feel angry?
laugh?
Nev
er
Som
e
Oft
en
Ever
y
Never, Sometimes, Often, Almost every class
Nev
er
Som
e
Oft
en
Ever
y
Nev
er
Som
e Oft
en
Ever
yNum
ber o
f stu
dent
s
Nev
er
Som
e Oft
en
Ever
y
feel frustrated?
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Emotional engagementHow often do you feel BORED in this class?
Almost every class period
Often
Sometimes
Never
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Emotional engagementHow often do you feel ANGRY in this class?
Almost every class period
Often
Sometimes
Never
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Emotional engagementHow often do you LAUGH in this class?
Almost every class period
Often
Sometimes
Never
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Emotional engagementHow often do you feel FRUSTRATED in this class?
Almost every class period
Often
Sometimes
Never
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Emotions: relationshipsAlmost every class period
Often
Sometimes
Never strongly stronglydisagree agree
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Emotions: relationshipsAlmost every class period
Often
Sometimes
Never Never Almost every
class period
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Engagement• Behavioral engagement: participation in the
classroom (attending class, paying attention, asking questions), extracurricular events, or social activities (Fredricks et al., 2004; Gasiewski et al., 2012).
• Emotional engagement: a student’s feelings (positive or negative) to faculty, classmates, school (Fredricks et
al., 2004), and their feelings of boredom, anxiety or excitement in class (Gasiewski et al., 2012).
• Cognitive engagement: the student’s level of commitment to learning, including willingness to work hard to master the material (Fredricks et al., 2004).
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Cognitive engagement• I see the value in learning the material
covered in this course• I consider myself a motivated student in this
course• I attempted all assigned course work• I completed the required readings or
preparatory assignments prior to class.
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Cognitive engagementI completed the required readings or preparatory assignments prior to class.
Strongly agree
Strongly disagree
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Does class size impact future interest in subject?
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Summary: relationship to class sizeNo relationship
•Amount of texting, social media and e-mail•Attendance •Boredom, anger, frustration•Cognitive engagement•Future interest in subject
Relationship•Answer questions (- upper limit)•Ask questions (-)•Instructor cares – limit on largest classes?•Knows my name (-)•I like my instructor (- upper limit)•Anxiety (+ lower limit)
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Does class size influence teaching
style?
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Teaching style and class sizeHow often do you discuss questions with your peers in class?
Almost every class period
Often
Sometimes
Never
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Teaching style and class sizeHow often do you discuss questions with your peers in class?
Almost every class period
Often
Sometimes
Never
How often do you interact with your peers to solve problems?How often do you discuss class related topics with your classmates DURING class?
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Time in lecture vs class size91-100%81-90%71-80%61-70%51-60%41-50%31-40%21-30%
11-20%0-10%Cl
ass
time
spen
t on
lect
ure
(%)
Estimation by faculty
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Is lecture boring?Almost every class period
Often
Sometimes
Never How
oft
en d
o yo
u fe
el b
ored
in th
is c
lass
?
0-10% 91-100%
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Summary: teaching style related to class size
• There appears to be a limit to the amount of non-lecture used in large classes compared to medium classes.
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What’s next?More analysis of collected data•At risk individuals•Untangling relationships•Impact of fieldWhat mitigates potential negative effects of large classes?Collect more data?•Smaller class sizes•Spring classes•Additional years (replicates)
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Many thanks…The James J. Lakso Center for the Scholarship of
Teaching & Learning
Faculty who participated in the project
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Arias, J.J., Walker, D.M., 2004. Additional Evidence on the Relationship between Class Size and Student Performance. J. Econ. Educ. 35, 311–329.Baldwin, B.A., 1993. Teaching Introductory Financial Accounting in Mass-Lecture Sections: Longitudinal Evidence. Issues Account. Educ. 8, 97–111.Bowling, B.V., Huether, C.A., Wang, L., Myers, M.F., Markle, G.C., Dean, G.E., Acra, E.E., Wray, Jacob, G.A., 2008. Genetic Literacy of Undergraduate Non–Science Majors and the Impact of Introductory Biology and Genetics Courses. BioScience 58, 654–660.Brusi, R., Portnoy, A., Toro, N., 2013. Student Engagement and Completion in Precalculus Precalculus Mega Section: Efficiently Assisting Student Engagement and Completion with Communications and Information Technology. J. Stem Educ. Innov. Res. 14, 20–25.Carini, R.M., Kuh, G.D., Klein, S.P., 2006. Student Engagement and Student Learning: Testing the Linkages*. Res. High. Educ. 47, 1–32.Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., 2004. School Engagement: Potential of the Concept, State of the Evidence. Rev. Educ. Res. 74, 59–109.Gasiewski, J., Eagan, M., Garcia, G., Hurtado, S., Chang, M., 2012. From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses. Res. High. Educ. 53, 229–261.Gibbs, G., Lucas, L., Simonite, V., 1996. Class size and student performance: 1984-94. Stud. High. Educ. 21, 261.Gilardi, S., Guglielmetti, C., 2011. University Life of Non-Traditional Students: Engagement Styles and Impact on Attrition. J. High. Educ. 82, 33–53.Hancock, T.M., 1996. Effects of class size on college student achievement. Coll. Stud. J. 30, 479.Hill, M.C., 1998. Class size and student performance in introductory accounting courses: Further evidence. Issues Account. Educ. 13, 47–64.Hu, S., 2011. Reconsidering the Relationship Between Student Engagement and Persistence in College. Innov. High. Educ. 36, 97–106.Johnson, I.Y., 2010. Class Size and Student Performance at a Public Research University: A Cross-Classified Model. Res. High. Educ. 51, 701–723.Kuh, G.D., Cruce, T.M., Shoup, R., Kinzie, J., Gonyea, R.M., 2008. Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. J. High. Educ. 79, 540–563.Lopus, J.S., Maxwell, N.L., 1995. Teaching tools: Should we teach microeconomic principles bef. Econ. Inq. 33, 336.Raimondo, H.J., Esposito, L., Gershenberg, I., 1990. Research in Economic Education Introductory Class Size and Student Performance in Intermediate Theory Courses. J. Econ. Educ. 1986-1998 21.Schattke, R., McAllister, L., 1962. Large Versus Small Classes in Elementary Accounting. Account. Rev. 37, 557.Scheck, C.L., Kinicki, A.J., Webster, J.L., 1994. The effect of class size on student performance: Development and assessment of a process model. J. Educ. Bus. 70, 104.Siegel, L., Adams, J.F., Macomber, F.G., 1960. Retention of subject matter as a function of large group instructional procedures. J. Educ. Psychol. 51, 9–13.Siegfried, J.J., Kennedy, P.E., 1995. Does Pedagogy Vary with Class Size in Introductory Economics? Am. Econ. Rev. 85, 347–351.Toth, L.S., Montagna, L.G., 2002. Class Size and Achievement in Higher Education: A Summary of Current Research. Coll. Stud. J. 36, 253.Westerlund, J., 2006. Class Size and Student Evaluations in Sweden. Ssrn Work. Pap. Ser.
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Behavioral engagementHow often do you text during class time?
Num
ber o
f stu
dent
s
Never Sometimes Often Almost every class period
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Behavioral engagementHow often have you checked e-mail during class time?
Num
ber o
f stu
dent
s
Never Sometimes Often Almost every class period
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Behavioral engagementN
umbe
r of s
tude
nts
Never Sometimes Often Almost every class period
How often have you checked social media (Facebook, Twitter, etc.) during class?
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RelationshipsAlmost every class period
Often
Sometimes
Never
Never Sometimes Often Almost every class period
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RelationshipsAlmost every class period
Often
Sometimes
Never
Never Sometimes Often Almost every class period
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Behavioral engagementI attend all the class sessions
Strongly Strongly disagree agree
Num
ber o
f stu
dent
s
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Higher level learning skills• Theoretically, students were better trained
higher level thinking skills in the smaller class size. Conclusion is based on significant difference in grade in upper level course dependent on class size for the macroeconomic sequence but not the microeconomic sequence. (Raimondo et al., 1990)