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ERIC Number: ED055591
Record Type: Non-Journal
Publication Date: 1971
Pages: 9
Abstractor: N/A
Reference Count: N/A
Relationship of Class Size and Various Cognitive Variables to Academic Achievement.
Bartelt, Claudia; Williams, Phyllis
Professional concern about the possible injurious effects of large classes and personal interest in various cognitive style variables led to this particular research at West Valley College (California). The belief persists among teachers, in spite of objective research, that small classes are better. Here, it was hypothesized that (1) class size might influence academic achievement, and that (2) students assigned to a class size they preferred would do better than those not so assigned; it was also hypothesized that students would do better on their preferred exam type. The effect of cognitive style variables on each other and on academic achievement was also considered. The ultimate aim was to help match particular students with particular classes so that learning could be maximized. The sample used in this study consisted of 250 students enrolled in Introductory Sociology with approximately equal numbers of males and females. All students received large class instruction, but some were also broken into small seminar discussion groups. The same teacher taught both sections. Results were obtained for: (1) Cognitive Style Measures, (2) Class Size, Test Preference and Class Preference, and (3) Cognitive Styles and Achievement. One of the major points these findings suggested was that what a student says he prefers in terms of tests and type of class may have nothing to do with his performance within these areas. Preference appeared to be independent of performance. It may be important, however, to allow teachers to pick the class size they feel most comfortable with. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California