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ERIC Number: ED530627
Record Type: Non-Journal
Publication Date: 2011
Pages: 116
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1247-8176-1
ISSN: N/A
Student Achievement in Large-Lecture Remedial Math Classes
Monte, Brent M.
ProQuest LLC, Ph.D. Dissertation, TUI University
Due to the increase in students seeking remedial math classes at the community college level, coupled with declining revenues to the community colleges and a lack of classroom availability, the need to consider increasing class size has become a relevant and timely issue. This study is a mixed-method, quasi-experimental study testing effects of increasing class size from 45 students up to 60 students. The study tests to determine whether student achievement levels are changed based solely on the different class sizes, and tests again to determine if class size affects student achievement when controlling for the variables algebra level, student age, student gender, and instructor employment status. The study then tests to determine whether class size affects student participation and faculty interaction, and whether student participation and faculty interaction act as mediating variables to affect student achievement. The qualitative component of this study consisted of interviews with a sample of students from the classes. The results of this study showed that the change in student achievement based on class size was not statistically significant when controlling for the variables algebra level, student age, student gender, and instructor employment status. Additionally, neither student participation nor faculty interaction was statistically significant as a predictor of student achievement. In the qualitative component of the study, while the majority of students interviewed from the 45 student classes believed student achievement would decrease in a 60 student class, the majority of students interviewed in the 60 student class disagreed with that contention. All students interviewed in both class sizes believed that student participation and faculty interaction would be higher in the 45 student classes. Limitations to the study include the small difference in class sizes between 45 and 60 students, and the fact that all classes sampled were taken from a single community college. The main implication of this study is that since class size does not have a significant effect on student achievement, faculty and administrators should consider increasing class sizes to accommodate increasing student demand under the constraints of faculty and classroom availability issues, without the worry of sacrificing student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A