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This paper focuses on the influence of high schoolscience class size
on students' achievement in introductory collegescience courses and
on the variation of teacher practice across classsize. Surveys
collected information about high school scienceclass experiences
2754 biology, 3521 chemistry, and 1903 physicsstudents across 36
public and 19 private institutions from 31 differentstates. The
analysis includes a cross-tabulation of 6 differentclass sizes and
the frequencies of teacher practices reported bystudents. The second
analysis includes a multiple linear regression ofclass size and
student achievement. Results show no differences forpedagogy and
student achievement until class sizes fall to 10 orfewer students.
These findings suggest that incremental reductionsin class size are
likely not to have a significant impact on laterstudent achievement.
(Contains 1 figure, 1 table, and 5 footnotes.)