The Effect of Large Class Size in Elementary Classrooms

People have a general misconception that small class sizes result in higher class achievement for students and that large class sizes result in lower-class achievement for students.

Notably, as will be discussed in this essay, this fact has been proven to be right. Some argue that the scale of the class has nothing to do with a student’s achievement. The student-teacher ratio, which is measured by dividing the total number of school instructional employees by the total number of pupils, is the primary determinant of class size (Great Schools Staff n.p). Still, we are going to provide evidence in the form of advantages to validate the hypothesis that small class sizes have more benefits when it comes to students achievements as compared to large class sizes.

Advantages of small class sizes

One of the benefits of a small class size is increased student-teacher time. When a teacher has few students in the class, they can devote most of their time giving instructions and checking on the academic progress of the students, rather than spend time managing classrooms (Great Schools Staff n.p). As a result of increased student-teacher time, learners will be more likely to improve because when they have problems, the teacher can focus on each of them with ease. Uhrain confirms this argument as being right (4). When a teacher spends time giving instructions and monitoring students from a disruptive free environment due to their small number, it becomes easy for the trainer to ensure that learners engage in productive learning activities (La Paro, Pianta, and Stunhalm 409).

Another advantage regards improvement of the quality of education due to higher student achievements. Great Schools Staff, in their article show that teachers who have to teach few students have improved morale; hence, can efficiently pass knowledge. The quality of education in schools with classes that have a small number of students is better given that in these schools, disciplinary cases are few, translating to sufficient concentration on studies. Thus, excellent academic performance, attributed to the centered student approach. In fact, in larger classes, student interaction with teachers is minimal, and as a result, there is a lower level of student engagement, leading to lower academic achievements (Uhrain 5). Also, it is critical to note that the quality of education cannot be attributed to increased student-teacher time only, but also to student-student teaching. Uhrain, in his research, came to a conclusion that students in small classes were familiar with each other; hence, help each other to study ultimately, resulting in good performance (5). Also, teachers with few students were able to engage the children’s parents adequately in the academic affairs due to their small number (Uhrain 5).

Small class sizes have reported fewer disciplinary cases, in addition to schools with few students per class, which have reported few drop-outs. According to Great Schools Staff, students from small class sizes are more likely to graduate compared to larger class sizes. The rationale provided is that a teacher with few students will be able to tame any bad behaviors from students and encourage those who may feel like giving up, given that it will be easier to identify such characters from the small number, unlike it is the case with an overcrowded class. Thus, a teacher with few learners in a class will be able to provide a supportive environment to both slow learners and fast learners. Another aspect regards to discipline, which can also be supported by the fact that students spend their time engaging in academic activities and their progress being constantly watched by their teachers, as well as parents due to their manageable capacity. As a result, students get less time to engage in harmful extra curriculum activities. In large size classes, teachers are not able to pay attention to all students; hence, some of them manage to disrupt their peers during classes or even engage in harmful activities without being noticed, resulting in poor performance (Uhrain 6).

On the contrary, Great Schools Staff also disagrees with the notion that students in small size classes show high academic achievements compared to those in large size classes, citing that other factors such as the teacher workload and how they use technology to teach come in handy. A disadvantage of having smaller class sizes in public elementary schools is that there are few teachers and any reductions in class sizes that are documented result in high funding costs. Also, small class sizes are not guaranteed great academic achievements by default, arguing that any success requires personal desire to work hard and achieve it. Other challenges posed by small class sizes are the need for many classrooms, which again will need more funding from the government in the case of public elementary schools. In this regard, as much as Uhrain supports the need for small class sizes, he terms its effects inconclusive and conflicting, relative to better academic performance (6). Ni this regard, we realize that this area still needs comprehensive research, while considering the aspects of the cost required for the implementation of small class sizes and its relative effect on performance.

Conclusion

Evidently, large class sizes have many disadvantages, including decreased student-teacher time, disruptive activities in class, and decreased student-student engagement time among others, which can be curbed if the class sizes can be reduced. However, this reduction would require high funding; hence, it is a project that has not been able to achieve. Though many researchers maintain the size of the class to have an impact on academic achievements of students, it is evident that a small size class is much better than the large size classes based on the overall behavior of students from both aspects. In this regard, the government should consider the project viable and fund it for its realization to come true.

Works Cited

Great Schools Staff. “How important is Class size.” 20 May 2015. Great Schools. 11 November 2017 .

La Paro, Karen M, Robert C Pianta and Megan Stunhalm. ”The Classroom Assessment Scoring System: Findings from the Prekindergarten Year.” The University of Chicago Press Journals (2004): 409-426.

Uhrain, Christopher E. Effects of Class Size on Student Achievements in Secondary School. Doctoral Studies. Walden: Walden University, 2016.