The Effect of Class Size on Achievement and Attitudes

Abstract

As this summary suggests, some learning outcomes may be negatively affected by large-class instruction. Findings from more recent studies support this conclusion. In a study of large- and small-class instruction in educational psychology, Feldhusen (1963) found no significant differences in academic achievement, interest in teaching, or evaluations of the course and the teacher. However, attitudes toward teaching (as measured by the Minnesota Teacher Attitude Inventory) were significantly different (.05 level); also 40 per cent of the students in the large class indicated a preference for a small class. This important question of the effects of large-class instruction on learning outcomes other than academic achievement has been the subject of relatively little research. The present study was designed to compare some of the attitudes and perceptions, as well as the achievement, of students in large and small classes. Two hypotheses were tested: (1) Students taught general psychology in an instructional pattern of three large lecture sessions (approximately 200 students each) and one small-group discussion (15 students) per week would perform as well on objective measures of achievement as students taught in the traditional pattern of four lecturediscussion classes (30 to 50 students) per week; (2) Students' attitudes toward the subject matter, the instructor and instruction, other students, and future work in psychology would not be negatively affected by this change in the pattern of instruction.