cause and effect

Effect of Reducing Class Size

 OUTLINE :
 Cause : Reducing class size appears to result in around 3 monts additional progress for pupils, on everage. Intuitively, it seems obvious that reducing the number of pupils in a class will improve the quality of teaching and learning, for example by increasing the amount of high quality feedback or one to one attention learners receive.
 Effect : overall the evidence does not show particularly large or clear efect, until clas size is reduced substantially, such as to fewer than 20 or even 15 pupils. It appears to be very hard to achieve improvement from modest class size reductions above 20, for example from 30 to 25.
 Cause : overall the evidence does not show particularly large or clear effect, until class size is reduced substantially.
 Effect : T he key issue appears to be whether the reduction is large enough to permit the teacher to change their teaching approach when working with a smaller class and whether, as a result, the pupils cange their learning behaviours.
 Cause : if no change in teaching approach does accompany a class size reduction (which appears hard to achieve until classes are smaller than about 20) then benefits on attainment can be identified, in addition to improvements on behaviour and attituted.
 Effect : In some studies, these benefits persist for a number of years (from early primary school through to at least the end of primary school)


 






Effect of Reducing Class Size

 As the size of a class or teaching group gets smaller it is suggested that the range of approaches a teacher can employ and the amount of attention each student will receive will increase, improving outcomes for pupils. Reducing class size appears to result in around 3 monts additional progress for pupils, on everage. Intuitively, it seems obvious that reducing the number of pupils in a class will improve the quality of teaching and learning, for example by increasing the amount of high quality feedback or one to one attention learners receive.
  overall the evidence does not show particularly large or clear efect, until clas size is reduced substantially, such as to fewer than 20 or even 15 pupils. It appears to be very hard to achieve improvement from modest class size reductions above 20, for example from 30 to 25. overall the evidence does not show particularly large or clear effect, until class size is reduced substantially.
    The key issue appears to be whether the reduction is large enough to permit the teacher to change their teaching approach when working with a smaller class and whether, as a result, the pupils cange their learning behaviours. If no change in teaching approach does accompany a class size reduction (which appears hard to achieve until classes are smaller than about 20) then benefits on attainment can be identified, in addition to improvements on behaviour and attituted.
  In some studies, these benefits persist for a number of years (from early primary school through to at least the end of primary school). There are some evidence that reducing class sizes is more likely to be effective when accompanied by proffesional development for teachers focusing on teaching skill and approaches. Some evidence suggest slightly larger effect are documented for lower achievement and, for very young pupils, those with lower socio-economic status.