Class Size Research Articles

The Impact of Educators’ Characteristics and Class Size on Students’ Academic Performance

This study investigates how the characteristics of accounting educators and class size affect the academic performance of accounting students. Two measures, namely the class average and the percentage of successful students, are used as proxies for academic performance. The study uses various methods and proxies to measure the independent variables, including educators' characteristics and class size, which increases the reliability and strength of the findings. Regression analysis is applied to examine the relationship between the variables under investigation. The results regarding teaching experience confirm previous research, suggesting that high teaching experience enhances students' academic performance. Moreover, the study finds that larger class sizes have a positive effect on academic performance, possibly owing to increased opportunities for collaboration and peer-to-peer tutoring. The study also examines the effect of gender on class average and finds no significant association. Additionally, the course coordinator variable shows a positive and significant impact on students' average grade, indicating that certain course coordinators contribute to higher academic achievement through effective teaching and student engagement. This research has significant implications for education, accounting, and policy. Educators can improve their teaching approaches, and curriculum developers can align programs with student needs. Policymakers can create evidence-based policies, and institutions can develop targeted support systems for students.
 
 Received: 21 August 2023 / Accepted: 16 November 2023 / Published: 5 January 2024

Tailoring a One Health course for an established non-One Health graduate program in Brazil

We present a study of the tailoring of a One Health (OH) course for its integration into an established non-OH graduate program at a large public university in Brazil. The graduate program focuses on topics such as environmental resource management, impacts on ecosystems, precariousness of the work environment and relationships, workers’ health, social determinants of health, and public policies. Tailoring the OH syllabus involved addressing broader OH concepts, condensing or adapting aspects of infectious diseases, covering non-infectious disease OH topics, and linking OH aspects to ongoing projects in the program. Despite the small class size, students brought diverse backgrounds, significantly enriching discussions. The course was offered in a longer (51 contact hours) and a shorter format (34 contact hours), both of which worked well within a lecture- and discussion-based structure. The extended format allowed more time for student activities and in-depth discussions. The multisectoral and transdisciplinary nature of lectures played a critical role in the course’s success. This information may prove valuable for those designing OH courses for implementation in diverse settings, with the ultimate goal of disseminating OH concepts, fostering discussions, and facilitating the development and implementation of OH approaches in groups not typically exposed to this concept.

Formative assessment in Timor-Leste: teachers’ perception and practice

Formative assessment is vital in many educational contexts because it helps improve students' learning outcomes. Like many other countries, Timor-Leste education promotes formative assessment alongside other educational assessments. Yet, the use of formative assessment in Timorese classroom is still a subject of inquiry. This study aimed to investigate Timorese teachers' perceptions and practices of formative assessment in the classrooms and examine their differences. The sample was drawn from 50 teachers working in 14 primary schools within Dili municipality. The data was gathered through a questionnaire survey. The questionnaire consisted of demographic information, teachers' perceptions, and their practices. The results showed that many Timorese teachers had positive perceptions of formative assessment. They knew the importance and the role of formative assessment for learning. However, the teachers' practices of formative assessment differed from their perceptions. Most teachers rarely apply formative assessment and its various strategies in their classrooms. This research suggests that relevant government bodies, such as the Ministry of Education, must consider the importance of educational qualifications and continuous professional development programs. Large class sizes and the lack of internal school support also become essential aspects that need attention from the government. The findings of this research provided insights that can be incorporated into the existing literature and serve as the basis for further research in the Timorese education context, particularly in primary education.

The effect of smaller classes on infection-related school absence: evidence from the Project STAR randomized controlled trial

BackgroundIn an effort to reduce viral transmission, many schools reduced class sizes during the recent pandemic. Yet the effect of class size on transmission is unknown.MethodsWe used data from Project STAR, a randomized controlled trial in which 10,816 Tennessee elementary students were assigned at random to smaller classes (13 to 17 students) or larger classes (22 to 26 students) in 1985-89. We merged Project STAR schools with data on local deaths from pneumonia and influenza in the 122 Cities Mortality Report System. Using mixed effects linear, Poisson, and negative binomial regression, we estimated the main effect of smaller classes on absence. We used an interaction to test whether the effect of small classes on absence was larger when and where community pneumonia and influenza prevalence was high.ResultsSmall classes reduced absence by 0.43 days/year (95% CI -0.06 to -0.80, p < 0.05), but small classes had no significant interaction with community pneumonia and influenza mortality (95% CI -0.27 to + 0.30, p > 0.90), indicating that the reduction in absence due to small classes was not larger when community disease prevalence was high.ConclusionSmall classes reduced absence, but the reduction was not larger when disease prevalence was high, so the reduction in absence was not necessarily achieved by reducing infection. Small classes, by themselves, may not suffice to reduce the spread of respiratory viruses.

Digital visualization in graduate transport phenomena

AbstractThe use of contour flood plots and color digital movies is investigated for teaching fluid mechanics, heat transfer, and mass transfer at the first‐year graduate student level. The color visualizations are intended to not only stimulate curiosity but also encourage enthusiasm and determination in learning difficult material. Although there is a significant amount of finite‐difference material, the focus is on analytical solutions. In particular, the mathematical problems involve error functions and Fourier series, which generally prove uninteresting and unpopular. Students are encouraged to produce the visualizations themselves, in addition to being provided with digital results in various forms. Excel can be used to generate both the analytical and finite difference calculations, but Python or another computer language can be employed. While software, such as Matplotlib with Python, Gnuplot, or Tecplot, can create excellent contour flood plots, results from Excel are also good, and Powerpoint will produce movies from individual frames. Student response is positive, although quantifying their reaction is difficult based on the small class sizes. Not surprisingly, the use of color appeals to students and adds to their interest. In addition, students claim increased understanding with contour plots and movies, but the visualizations should be used in conjunction with more traditional graphs, perhaps augmented with consistent use of color. However, the impact on motivation due to color presentation is harder to establish. Interestingly, both graduate and senior undergraduate students showed about equal preference for the rainbow and viridis color palettes.

Prospective Teachers’ Learning and Practicing Assessment in Teaching Practicum: Comparative Perspective in Pre-Service Teacher Education Programmes

This study examines the challenges associated with implementing learning-supportive assessment during teaching practicum, while also exploring the roles of University Tutors (UT), Cooperative Teachers (CT), Prospective Teachers (PT), and Heads of Practicum Schools (HPS) in selected universities in Pakistan and the United Kingdom (UK). Using the qualitative case study approach, data was collected through lesson observations of UT in pre-service teacher education settings and PT in practicum schools. Additionally, interviews were conducted with UT and HPS, and a Focus Group Discussion (FGD) was held with PT. The study concludes that, in comparison to their UK counterparts, PT in Pakistan encounter significant barriers to implementing learning-supportive assessment in practicum school settings. These barriers include large class sizes, a lack of institutionalised collaboration between universities and schools, inadequate lesson modelling, ineffective feedback practices, assignments that emphasise lower-order thinking skills, and limited opportunities to utilise technology in school settings. Based on the findings, the study recommends the implementation of a new assessment policy that expands examinations beyond mere knowledge recall to include competency assessment. This policy should incorporate adherence to Pakistani teacher standards and the use of reflective portfolios. Moreover, it is advised to provide training for UT and CT in enacting assessment techniques rather than solely providing theoretical knowledge. Additionally, the study proposes the development of problem-solving assignments or projects that require PT to engage in reflection, critical thinking, imagination, and multidimensional contributions. JEL Classification Code: I20

Practical Exploration of Big Data Technology in Improving the Efficiency of English Education Resource Allocation and Utilization

Abstract In order to make full use of educational big data for English education resource allocation and utilization, this paper is based on the standard Bottle Sheath Optimization Algorithm, which generates a random number through the sine-cosine function to update the random positions of individual Bottle Sheaths to improve the randomness and population diversity of the leader search process, improve the Bottle Sheath position updating method, and enhance the algorithm’s ability to perform global search. This paper develops a resource allocation model that can be employed for English education resource allocation. For the vast majority of single-peak and multi-peak functions, the success rate of SCSSA’s solution is 100%, and the performance of SCSSA’s search is significantly better than that of the comparison algorithms (p&lt;0.05), and all of its convergence curves have the fastest decline. After using the model for allocation, the student-teacher ratio of the five districts and counties was improved, with a cumulative decrease of 86.72% in the student-teacher ratio, and the gap in the student-teacher ratio between districts and counties was reduced. However, the model’s optimization effect on the allocation of English books is limited, suggesting that further support of human and financial resources is needed in the allocation process.

Physical Education Access in U.S. Public Schools: A Multistate, Multiregion Study

Purpose: Our purpose was to gather and evaluate accurate, up-to-date information on physical education (PE) policy implementation across multiple U.S. states and regions. Methods: A U.S. Physical Education and Physical Activity Policy questionnaire was developed and completed by 4,845 public-school PE teachers from 25 U.S. states. The U.S. Physical Education and Physical Activity Policy assessed PE quantity (days per week and minutes per week), class sizes by grade level, and practices that limit PE access. Descriptive statistics and correlations of PE minutes per week with class size were calculated in aggregate and individually by state. Results: Aggregate PE quantities in elementary, middle school, high school, and for students with disabilities were well below the recommendations (150 min/week elementary and 225 min/week secondary) and varied between states. Average students/class varied by state, and significant positive correlations between weekly PE minutes and students/PE class were observed. Discussion: PE access is limited across the United States, and stronger commitment to PE policy and policy implementation is needed.

Research on the Influence of Modern Informatization Technology on English Education and Teaching in Colleges and Universities

Abstract With the development of modern informatization technology, how to combine modern informatization technology with English education and teaching in colleges and universities has become a key research direction in the current education sector. This paper proposes English information literacy education and teaching based on linear regression. The research problem and object are identified based on the current situation of English education and teaching in colleges and universities, and then a research design program is developed. Using a combination of linear regression algorithms and statistical analysis software, the mechanism of the influence of modern information technology on English education and teaching is analyzed by example. The results show that the average pre-test score of students at the intermediate level is 83.854 points. In comparison, the post-test score is 89.789 points, and the post-test score is about 5.935 points higher than the pre-test score, which indicates that there is a significant improvement in the English scores of students at the intermediate level after English informatization teaching. Taking English informatization teaching as the dependent variable and “teaching equipment” and “class size” as the independent variables, the regression equation of English informatization teaching = 0.215×teaching equipment+0.144×class size. This study has a far-reaching and positive impact on improving the quality and level of university English teaching, making teaching methods richer and the teaching effect more significant.

ОСВІТНІ ІНДИКАТОРИ РІВНЯ ЗАБЕЗПЕЧЕНОСТІ ВЧИТЕЛЯМИ ОСВІТНЬОЇ ГАЛУЗІ ПІД ЧАС ТРАНСФОРМАЦІЙНИХ ПРОЦЕСІВ: МІЖНАРОДНИЙ І ВІТЧИЗНЯНИЙ КОНТЕКСТИ

The article analyses the ongoing transformation processes in the education sector, both internationally and domestically, within the context of the European educational space. It has been determined that these processes are based on the key competencies that teachers should develop in their students. These competencies include literacy, multilingualism, scientific and engineering skills, digital and technological competencies, interpersonal skills, the ability to acquire new knowledge, active citizenship, entrepreneurship, and cultural awareness. The sources of educational indicators are considered, including PISA studies, Eurostat, OECD educational indicators, and national educational indicator systems. This article examines the implementation of the New Ukrainian School (NUS) reform in relation to teacher provision. It discusses the PISA study, which provides data on the quality of education by assessing pupils' ability to apply the knowledge, competencies, and skills acquired in educational institutions in everyday life. The results of this international comparative study can inform governments' educational policies and management decisions based on evidence-based statistics. The authors analysed the implementation of the NUS reform in the educational sector, focusing on domestic transformations. The aim of the reform is to provide teachers with the necessary tools to improve their professional level, self-motivation, and develop new competences. The study compared OECD indicators with national education indicators, including teachers leaving the profession, pupil-teacher ratio, and class size.

Reforming Design Education in India: Towards its Effective Utilization for National Prosperity

Design education is today fundamental to national prosperity. It is now considered a critical element of innovation strategy. Design education in India has witnessed exponential growth over the last fifteen years. The country’s young population is now open to exploring alternate careers and design has today emerged as a much-needed option for them. From only a handful of design institutes in the country until about 2004, many new design institutes have been created in the last one and a half decades. This trend is expected to continue. As design education expands in the country, efficiencies will have to be developed and maintained to uphold standards of quality. A variety of different programs with many variables involved - institutional approaches, curriculum, area of specialization, student-faculty ratio, graduate profile, etc. creates a sense of confusion among all its stakeholders. Over and above these, there is now a growing sense of dissatisfaction among industry about the skills and capabilities of the upcoming graduates of these design schools. The curriculum needs to be revised and updated to meet the expectations of the new-age digital and innovation economy. There is an urgent need to develop a broad framework and guidelines for design education in the country. Reforming and reinforcing design education would be the right beginning for India to maximize the benefits of design.

Socioeconomic Development in Bangladesh: Issues and Challenges

Although Bangladesh was termed as the ‘test case’ or ‘international basket case’ due to its miserably low levels of socioeconomic development indicators during the post-independence period after 1971, at its golden jubilee in 2021, Bangladesh has proved such doubts mostly incorrect due to its major successes in economic indicators such as per capita income, remittance, export earnings, foreign exchange reserve, agricultural production, and inflation control since the 1990s. The resultant outcome of economic development has been reflected in social development indicators of the health and education domains such as fertility, mortality (i.e., neonatal, infant, child and maternal mortality), life expectancy at birth, gender parity index, youth literacy, female to male ratio at primary, secondary and tertiary education and student-teacher ratio among others. Despite such achievements in socio-economic development indicators, the article draws attention to the fact that the reduction in inequality in social and economic dimensions measured in terms of health, education, women empowerment, ownership of land, income, and societal opportunities carry onto pose daunting obstacles for Bangladesh—notably the high level of rich-poor and urban–rural disparities. Therefore, the Bangladesh government would require an inclusive action plan and effective implementation of those plans to sustain per capita GDP growth, empower marginalized segments of the population, ensure equity and equality and reduce inequalities in social and economic development indicators. Keywords: Social Development, Economic Development, Socioeconomic Development, Health Development, Education Development, Bangladesh

The Validity of Personal Income Tax Deductions: Analyzing Expenses for Children’s Education in Private Schools in Moscow

Tax incentives are commonly used to support various sectors and population, and this study delves into the realm of deductions for the personal income tax (known as NDFL in Russia). We explore differing perspectives on these deductions, considering them either as investments in human capital for future income growth or as a form of government-initiated financing for specific sectors. Focusing on deductions related to children’s education expenses in private schools, the research evaluates the effectiveness of budgetary investments in this sector. Using DEA analysis, the study assesses private schools based on factors like teacher-student ratios, classroom space per student, and access to computers and educational literature. The learning outcomes were measured by the number of high performers in the Unified State Exam and the number of 9th-grade graduates with certificates of distinction. The evaluation of learning outcomes reveals that many private schools in Moscow prioritize comfort over educational standards and the majority of them perform below the average levels in terms of effectiveness. The findings prompt questions about the feasibility of including private school expenses in personal income tax deductions. The proposed approach recommends tying eligibility for these deductions to the effectiveness of private schools, ensuring a more targeted and impactful use of tax benefits.

Analysis of carrying capacity of higher education based on topological number theory in the context of ecological theory of education

Abstract This paper focuses on analyzing the educational carrying capacity of colleges and universities by using topological number theory and the educational carrying capacity development index. The scale range of the educational carrying capacity of colleges and universities can be determined by identifying relevant definitions of topological space and some topological invariants. Using the relevant definitions of topological space to divide the college education-bearing intervals of different regions and combining the human development index and imbalance coefficient processing, we construct the formula of the balanced and sufficient development index of college education-bearing capacity, which is used to analyze the education bearing capacity of colleges and universities. Analyze different states of college education carrying capacity based on the college education carrying capacity bearing structure. Examine the educational carrying capacity of colleges and universities by examining their educational resource allocation with the help of human and financial resources. The results show that the teacher-student ratio of the urban function expansion area is 0.052, which is the smallest teacher-student ratio among all the districts, indicating that although the district is rich in teachers’ resources, the balanced and sufficient development index of the educational carrying capacity of colleges and universities in District A and District D is high, and the top two rankings have been maintained for a long period in the process of development, and the index of the balanced and sufficient development of education in District A will be 60 in 2021, which is in the area of the development of higher value of the educational carrying capacity.

Teaching under pressure: assessing burnout among high school teachers.

the increasing demands and responsibilities placed upon teachers are causing overwhelming stress. As a result, many teachers struggle with managing their workload effectively, which increases their susceptibility to burnout. This study aims to investigate burnout among high school teachers in Tetouan, Morocco, and explore the various contributing factors. a cross-sectional study was conducted involving teachers who completed the Maslach Burnout Inventory and a comprehensive questionnaire covering personal attributes and professional responsibilities. We then used statistical software to analyze the collected data. Results: the study, involving 258 high school teachers, highlights a significant prevalence of burnout, with levels ranging from moderate to high. Particularly notable is the prevalence of emotional exhaustion, which affected 43% of the participants, whereas depersonalization (46%) and personal accomplishment (47%) exhibited relatively lower levels of concern. In addition, a thorough analysis revealed significant correlations between burnout rates and contributing factors, including gender, number of classes taught, class size, weekly working hours, and engagement in regular physical activity. this study highlights the substantial prevalence of burnout among high school teachers, emphasizing the urgency of teacher well-being. It enhances the understanding of the association between burnout and different work-related and lifestyle factors, enabling the identification of appropriate interventions. The interaction between burnout and these factors implies the need to further investigate gender-specific and workload-related preventive measures.

WORKLOAD ALLOCATION AND SECONDARY SCHOOL TEACHERS’ RETENTION AT CHAMWINO DISTRICT, TANZANIA

The study sought to assess the influence of workload allocation on teachers’ job retention in Cham-wino District Council of Tanzania. A cross-sectional research design was used with a quantitative research approach. The study used a sample size of 192 respondents selected using simple random sampling. The study involved a questionnaire as the main method of data collection. The collected data were analyzed using descriptive statistics and multiple linear regression analytical methods. The study found that, work-load allocation in terms of class size and administrative duties were negative and insignificantly related to teachers’ job retention. However, number of teaching hours and number of preparatory hours were positive and significantly related to teachers’ job retention (p-value &lt;0.05). The study concludes that class size and administrative duties were the workload allocation factors that negatively affecting teacher job retention while number of teaching hours and number of preparatory hours were positively affecting teachers’ job retention in rural areas at public secondary schools in Chamwino district council of Tan-zania. Therefore, the study recommends that, reducing workload by hiring more staff and incorporating teaching assistants will enhance teachers’ retention.

Learner Autonomy in China: English Teachers’ Attitudes and Practice

In response to college English curriculum reform, a questionnaire and interview were conducted to explore English teachers’ views on learner autonomy in higher education. Based on the literature reviewed the items in the questionnaire are grouped under 4 variables: (1) Teachers’ perceptions of the present conditions for learner autonomy; (2) The relationship between teachers and learners; (3) Classroom activities are considered beneficial for self-directed learning; (4) Teacher’s professional development. Findings point to a clear cognizance of learner autonomy, and teachers’ generally favorable outlooks; while many are ready to treat students as equals, they still experience some perplexity. The primary issues lie in the assessment system, class sizes, and teacher professional development requirements.

A survey involving secondary students with dyslexia studying Latin or a modern foreign language

AbstractResearch in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages. After purposive sampling, semi-structured interviews with seven dyslexic students, aged 16 to 29, were conducted and 349 GCSE and IB grades, of which 51 were of dyslexic students, were collected from two secondary schools. Reflexive thematic analysis of the interviews revealed seven themes: accessibility, benefits, challenges and barriers, class size, methods and strategies, motivation, and strengths. The results of three chi-square tests showed no significant association for Latin or Spanish, but a significant association between dyslexia and examination results in French. Whereas positive learning experiences for students with dyslexia hinged on the appropriate teaching method and the perceived support rather than the language per se, higher exam achievements were also dependent on the level of orthographic transparency but not on the degree of orality of the language learnt. Future research in the field should explore the experiences and achievements of students at different educational stages and with different learning difficulties doing Latin.

Contextualizing Learning: A Multi-Variable Analysis of Student Characteristics, Educational Settings, and Academic Success

Students’ academic success is influenced by a complex of factors, including individual characteristics, social, environmental, and institutional factors, which collectively mold students’ learning outcomes in education. The study investigated the interplay between student characteristics, educational settings, and academic success to better understand the multidimensional context of learning. The study is descriptive-correlational research in nature. More importantly, the study used multiple regression analysis to gain deeper insights into the interplay of the variables. The findings highlight the impact of demographic factors and educational context on academic performance, emphasizing the importance of tailored student support based on their unique needs. The study reveals that academic performance significantly varies across grade levels and senior high school tracks or curricula. Predictors such as class size and classroom learning environment are positively associated with students’ academic outcomes, indicating the importance of smaller class sizes and high-quality learning experiences, F (2,188) =26.1, p &lt; .001. Higher quality classroom learning experiences, such as engaging instructional methods and a supportive learning environment, can positively impact student outcomes. Educators and school administrators can use these findings to develop targeted interventions and support systems to address disparities and promote student success, creating a more inclusive and supportive learning environment.

Barriers and Facilitators Experienced by Undergraduate Nursing Faculty Teaching Clinical Judgment: A Qualitative Study.

Clinical judgment is declining in new graduate nurses, which affects patient safety and is therefore tested on the Next Generation NCLEX. There is limited research describing barriers and facilitators impacting nursing faculty's experiences teaching clinical judgment. The purpose of this study was to explore barriers and facilitators affecting undergraduate nursing faculty's clinical judgment teaching methods. Sixteen qualitative interviews were conducted with full-time nursing faculty at seven universities in the Northeast and Southeast regions of the United States. The findings revealed program, student, and faculty factors affecting clinical judgment teaching methods. Subthemes included time, class size, students' class preparation, critical thinking, task orientation, professional development, and faculty resistance. Minimizing barriers and strengthening facilitators based on participants' practices and previous research can support more effective clinical judgment pedagogy, which has the potential to achieve Next Generation NCLEX success and potentially increase patient safety.