ERIC Number: ED453601
Record Type: RIE
Publication Date: 2001-May
Reference Count: N/A
Classroom Size: Does It Make a Difference?
Hunn-Sannito, Robin; Hunn-Tosi, Rinda; Tessling, Margaret
This action research project reports on the effects of classroom size on the quality of work conditions, academic achievement, and students' behavior. The kindergarten through third grade levels were targeted at three schools, one in a suburban setting and the other two in a growing rural area. For the 1999-2000 school year, the urban school had an average class size of 24.3 for kindergarten, 28 for first grade, and 27.7 for third grade, decreasing to 22, 18, and 25, respectively, for the 2000-2001 school year. For one of the rural schools, corresponding class sizes for 1999-2000 were 22.7, 22.6, and 22.7, increasing to 20, 24, and 30 for 2000-2001. Data were collected using questionnaires given to teachers, administrators, and school board members, and using classroom observations. Results show that teacher workloads became more manageable, and students received more individualized attention with smaller class sizes. Students' behavior and achievement generally improved. When class sizes were large, teacher and student morale declined along with quality of education. Less time was spent on task as stress and behavior problems mounted. Solutions to the class-size problem include using small class sizes (20 or fewer students) during primary years, and building more classrooms or using existing space and hiring more teachers. Appendices contain questionnaires and letters of permission used in the study. (Contains 29 references.) (RT)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and IRI/Skylight Professional Development Field-Based Masters Program.