Abstract
The investigation here reported concerned itself with the degree to which students at tained important objectives of instruction when taught in large and small classes homo geneously grouped on three ability levels. The problem may be more clearly stated in the form of questions: (i) Can the size of class be increased beyond the traditional limit of thirty in eleventh grade American history and English without decreasing the effectiveness of the instruction, as measured by objective tests, when the classes are homogeneously grouped? (2) Is the relationship which ex ists between the size of class and the effective ness of instruction the same for homogeneous classes on three different levels of mental abil ity? (3) What effect does the size of class have upon the development of desirable atti tudes in the students on different ability levels? (4) What are the reactions of teachers to large homogeneous classes?
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