Problems of Overcrowded Classrooms at Elementary Level
Class Size and Its Effect on Academic Achievement
Maria O’Regan
ED 7201
Professor O’Connor-Petruso
Fall 2011
Table of Contents
Abstract X
Introduction 3 • Statement of the Problem 4 • Review of Related Literature 5-9 • Statement of the Hypothesis 10
Method X • Participants X • Instruments X • Experimental Design X • Procedure X
Results X
Discussion X
Implications X
References 11-13
Appendix X
Introduction
The population of students in one classroom with one teacher is at an all time high. With overcrowded classrooms and only one teacher in the room, the ability for a teacher to individually help each student or a percentage of the class is difficult (Bassett, Blatchford, Goldstein, & Martin, 2003). Children in today’s classroom are not getting the necessary attention they need in order to progress and advance in their education. It has been said that, "Class size is one of the variables in American K-12 education that is thought to influence student learning” (Borland, Howsen, & Trawick, 2005). However if class sizes are increasing rapidly how can a students learning be positively influenced? This question is the reason why it has been said that students in smaller class sizes 13-17 have a greater chance of academic achievement. (Finn & Achilles, 2003).
Statement of the Problem
With overcrowding becoming very common in today’s classrooms, students are not receiving the necessary attention in order to succeed in their academics. In PS X, two Pre-Kindergarten classes have different class sizes as well as different student to teacher ratio. The two classes have the same curriculum and same materials in order for the teacher(s) to conduct the exact same lessons. However, with different student to teacher ratios in the two classes the students in the smaller
Maria O’Regan
ED 7201
Professor O’Connor-Petruso
Fall 2011
Table of Contents
Abstract X
Introduction 3 • Statement of the Problem 4 • Review of Related Literature 5-9 • Statement of the Hypothesis 10
Method X • Participants X • Instruments X • Experimental Design X • Procedure X
Results X
Discussion X
Implications X
References 11-13
Appendix X
Introduction
The population of students in one classroom with one teacher is at an all time high. With overcrowded classrooms and only one teacher in the room, the ability for a teacher to individually help each student or a percentage of the class is difficult (Bassett, Blatchford, Goldstein, & Martin, 2003). Children in today’s classroom are not getting the necessary attention they need in order to progress and advance in their education. It has been said that, "Class size is one of the variables in American K-12 education that is thought to influence student learning” (Borland, Howsen, & Trawick, 2005). However if class sizes are increasing rapidly how can a students learning be positively influenced? This question is the reason why it has been said that students in smaller class sizes 13-17 have a greater chance of academic achievement. (Finn & Achilles, 2003).
Statement of the Problem
With overcrowding becoming very common in today’s classrooms, students are not receiving the necessary attention in order to succeed in their academics. In PS X, two Pre-Kindergarten classes have different class sizes as well as different student to teacher ratio. The two classes have the same curriculum and same materials in order for the teacher(s) to conduct the exact same lessons. However, with different student to teacher ratios in the two classes the students in the smaller
References: Achilles, C., & Finn, J.D. (1999) Tennessee’s class size study: findings, implications, misconceptions, Educational Evaluation and Policy Analysis, 21(2), 97–109. Achilles, C. & Finn, J.D. (2003). Class Size: Counting Students Can Count. American Education Research Asssociation, 1-4. Retrieved from www.aera.net/uploadedFiles/Journals_and...Points/RP_Fall03.pdf Arias, J Borland, M. V., Howsen, R. M., & Trawick, M. W. (2005). An investigation of the effect of class size on student academic achievement. Education Economics, 13(1), 73-83. doi:10.1080/0964529042000325216 Chung, V., & Konstantopoulos, S Funkhouser, E. (2009). The effect of kindergarten classroom size reduction on second grade student achievement: Evidence from california. Economics of Education Review, 28(3), 403-414. doi:10.1016/j.econedurev.2007.06.005 Gameran, A Kutnick, P., Martin, C., Batchford, P., & Baines, E. (2001). Classroom contexts: connections between class size and within class grouping. British Journal of Educational Psychology, 71(2), 283-303. McLeod, S.(2007). Vygotsky. Psychology Academic Articles for Students, Simply Psychology. Retrieved from http://www.simplypsychology.org/vygotsky.html Mosteller, F Mosteller, F., Light, R. J., & Sachs, J. A. (1996). Sustained inquiry in education: Lessons from skill grouping and class size Murdoch, B., & Guy, P. W. (2002). Active learning in small and large classes. Accounting Education, 11(3), 271-282. doi:10.1080/0963928021000031448 Pedder, D Slavin, R. E. (1989). Class Size and Student Achievement: Small Effects of Small Classes. Educational Psychologist, 24(1), 99.