Class Size Reduction Research Articles

The effects of small class sizes on students' academic achievement, socioemotional development and well-being in special education: A systematic review.

The effects of small class sizes on students' academic achievement, socioemotional development and well-being in special education: A systematic review.

Challenges of teaching English as an additional language in high schools in Cambodia

As English is a lingua franca in Southeast Asia, the teaching of this international language has been identified as an important educational activity in Cambodia. This study examined the challenges of teaching English as an additional language in four public high schools in Cambodia. It investigated the significance of various aspects of the school environment and the attributes of teachers toward English language teaching. A mixed methods design was employed, and data were collected through a survey and semi-structured interviews. The findings showed that a dated curriculum, classroom overcrowding, immovable furniture, limited resources, and a lack of professional development contributed to the challenges in teaching English in Cambodian schools. The study concludes with recommendations for the Royal Government of Cambodia and relevant stakeholders to provide schools with sufficient funds, facilities, and teaching resources; offer professional development opportunities to teachers and staff; and update English course books.

Compulsory Schooling Laws, Overcrowding, and Youth Crime: A Quasi-Experimental Study of Brazilian Municipalities

Compulsory schooling laws are often suggested as a means of combating youth crime, but little is known about how effective they are in emerging economies. Using the exogenous changes in compulsory high school enrolment after the 2009 Brazilian Constitutional Amendment 59, we investigate its impact on youth crime indices, violent and less violent ones. We compared municipalities that received federal funding to increase high school enrolment with those that did not, using difference-in-difference models to estimate the effects on selected youth crime indices. Our findings suggest that the Amendment had little or no effects on reducing youth crime. We observe small crime reduction when the incapacitation effects of the Amendment were largely outweighed by the negative effects of sudden overcrowding in classrooms with overburdened teachers providing inadequate supervision, and insufficient crime monitoring in public schools with shorter school hours. Adverse effects of overcrowding were worse in poor municipalities with more disadvantaged students and fewer resources that exactly balanced out the incapacitation effects, producing zero effects on crime. The effectiveness of compulsory schooling laws in reducing youth crime thus depends on the balance between the incapacitation effects and overcrowding effects.

Getting to Know the Term of Class Size Reduction (CSR) and Its Positive Impact in The World of Education (Historical Review)

Class size reduction (CSR) program is a policy that has been implemented in the world of education to improve the quality of teaching and learning. This research aims to provide a historical review of CSR and its positive impact on education. Through library research, this study collects information on the CSR concept, evaluates CSR programs that have been implemented in various countries, and analyzes the positive impacts of those programs, such as increased teacher attention, improved social interaction, higher academic achievement, better teacher job satisfaction, enhanced equity, fewer discipline problems, more time for instruction, more time for individualization, and more varied instructional learning strategy. However, there are also criticisms of CSR, such as the high cost and the lack of consistent empirical evidence regarding its impact on student academic achievement. This study concludes that CSR is a promising policy for improving the quality of education, but its implementation requires careful consideration and evaluation. The findings of this study can provide insights for policymakers and education practitioners in deciding to implement CSR in their schools.

Exploring the Influence of Teacher Qualifications, Classroom Size, Student Age, and Parental Involvement on High School Drop Out Rates in Sukabumi Regency

The purpose of this study was to explore the influence of teacher qualifications, classroom size, student age, and parental involvement on high school dropout rates in Sukabumi Regency. Using data from a survey of high school students in the region, multiple regression analysis was used to examine the relationships between these predictor variables and dropout rates. The results showed that all four predictor variables were significant predictors of dropout rates, with teacher qualifications and student age having the strongest influence. Specifically, having a teaching degree and license, having less than five years of teaching experience, being between the ages of 18 and 20, and larger class sizes were associated with higher dropout rates, while regular communication with teachers was associated with lower dropout rates. These findings suggest that efforts to improve teacher qualifications, reduce class sizes, and increase parental engagement and communication could help reduce high school dropout rates in Sukabumi Regency.

COVID-19 prevention at institutions of higher education, United States, 2020–2021: implementation of nonpharmaceutical interventions

BackgroundIn early 2020, following the start of the coronavirus disease 2019 (COVID-19) pandemic, institutions of higher education (IHEs) across the United States rapidly pivoted to online learning to reduce the risk of on-campus virus transmission. We explored IHEs’ use of this and other nonpharmaceutical interventions (NPIs) during the subsequent pandemic-affected academic year 2020–2021.MethodsFrom December 2020 to June 2021, we collected publicly available data from official webpages of 847 IHEs, including all public (n = 547) and a stratified random sample of private four-year institutions (n = 300). ed data included NPIs deployed during the academic year such as changes to the calendar, learning environment, housing, common areas, and dining; COVID-19 testing; and facemask protocols. We performed weighted analysis to assess congruence with the October 29, 2020, US Centers for Disease Control and Prevention (CDC) guidance for IHEs. For IHEs offering ≥50% of courses in person, we used weighted multivariable linear regression to explore the association between IHE characteristics and the summated number of implemented NPIs.ResultsOverall, 20% of IHEs implemented all CDC-recommended NPIs. The most frequently utilized NPI was learning environment changes (91%), practiced as one or more of the following modalities: distance or hybrid learning opportunities (98%), 6-ft spacing (60%), and reduced class sizes (51%). Additionally, 88% of IHEs specified facemask protocols, 78% physically changed common areas, and 67% offered COVID-19 testing. Among the 33% of IHEs offering ≥50% of courses in person, having < 1000 students was associated with having implemented fewer NPIs than IHEs with ≥1000 students.ConclusionsOnly 1 in 5 IHEs implemented all CDC recommendations, while a majority implemented a subset, most commonly changes to the classroom, facemask protocols, and COVID-19 testing. IHE enrollment size and location were associated with degree of NPI implementation. Additional research is needed to assess adherence to NPI implementation in IHE settings.

Class Size and Learning: Has India Spent Too Much on Reducing Class Size?

Abstract Whether class-size reductions improve student learning outcomes is an important policy question for India. This paper investigates the issue using a credible identification strategy to address the endogeneity of class size. Pupil fixed effects combined with value-added estimation show no significant relationship between class size and student achievement, which suggests that under current teaching practices, there is no learning gain from reducing class size. If these findings, based on a small sample in one city, hold true for the entire country, they have important policy implications. When generalized, our findings suggest that India experienced a value-subtraction from spending on reducing class sizes, and that the US$3.6 billion it spends annually on the salaries of the 0.4 million new teachers appointed between 2010 and 2017 is wasteful spending rather than an investment in improving learning. These findings imply that India could save US$19.4 billion per annum by increasing PTR to 40, without any reduction in pupil learning.

Assessing the provision of Early Childhood Education in Government Primary Schools. A Case of selected schools in Kabompo District of North Western Zambia

The study assessed the provision of Early Childhood Education in selected government primary schools of Kabompo District. A case study design was used involving a sample of 70 respondents selected from three Early Childhood Education Centres in Kabompo district, with geographic locations of urban, peri-urban and rural and remote primary schools. Data were collected using questionnaires, semi-structured interviews, focus group discussions, observation schedules and ECE class check-lists. Qualitative data were analysed thematically while quantitative data were analysed using Statistical Package for Social Sciences (SPSS) to generate graphs, charts and frequency tables. The study observed that there were several factors affecting the provision of ECE in government primary schools most of which were attributed to identified gaps between policy on Early Childhood Education provision and practice. Some schools did not have trained teachers in ECE centres but used volunteer primary school teachers. The study also found that ECE centres did not have appropriate infrastructure designed for children below the age of six. Most schools were under resourced with respect to teaching and learning materials including materials for play. For rural and remote schools, long distances between schools and villages resulted in minimal enrolment and rampant absenteeism. On the contrary, some urban ECE centres experienced high enrolment rates resulting in overcrowding in classrooms. The study recommended inter alia that the Ministry of Education should build appropriate infrastructure for ECE and procure the requisite materials including relevant equipment for play in ECE Centres.

COVID-19 Pandemic in Schools: An Exploration of the Self-Efficacy of Beginner Teachers in Qwaqwa

Due to the COVID-19 pandemic outbreak, schools in South Africa would have lost a considerable percentage of the annual school curriculum by the end of the lockdown. The Department of Basic Education had to work out plans for curriculum recovery during the COVID-19 pandemic. The proposed plan was to gradual reopening schools using the “Phasing in Approach”. This study explored the Self-Efficacy of beginner teachers in Qwaqwa schools during the COVID-19 pandemic. Informed by Bandura’s Social Cognitive Theory, we used the qualitative research approach and generated data through semi-structured interviews. The telephonic interviews were conducted in two different phases; the first (T1) was in January 2021, and the second (T2) was in August 2021. We interviewed 5 participants of beginner teachers in the Qwaqwa town of the Thabo-Mofutsanyane district. The finding showed that beginner teachers had very high levels of self-efficacy, as they were able to face the challenges brought by the COVID-19 pandemic. Some identified challenges had many classes to teach, and the curriculum coverage was disturbed. On a positive note, the class size was reduced. This study recommended that the Department of Basic Education attend to the issues of overcrowding in schools and the lack of sources, especially in rural schools, as these were the main challenges of beginner teachers. This paper contributes to the existing literature on how beginner teachers’ self-efficacy helped them overcome challenges during the pandemic. Keywords: COVID-19 pandemic, Beginner teachers, Self-efficacy, Social cognitive theory

A Thousand Cuts: Cumulative Lead Exposure Reduces Academic Achievement

<h3>Abstract</h3> We study how ambient lead exposure impacts learning in elementary school by leveraging a natural experiment where a large national automotive racing organization switched from leaded to unleaded fuel. We find increased levels and duration of exposure to lead negatively affect academic performance, shift the entire academic performance distribution, and negatively impact both younger and older children. The average treated student in our setting has an expected income reduction of $5,200 in present value terms. Avoiding said treatment has an effect size similar to improving teacher value added by one-fourth of a standard deviation, reducing class size by 3 students, or increasing school spending per pupil by $750. The marginal impacts of lead are larger in impoverished, non-white counties, and among students with greater duration of exposure, even after controlling for the total quantity of exposure.

Who Gains from Class Size Reduction? Another Look at Malaysia’s “Lost Boys Phenomenon” in Student Achievement

Who Gains from Class Size Reduction? Another Look at Malaysia’s “Lost Boys Phenomenon” in Student Achievement

Teacher-to-Classroom Assignment and Student Achievement

We study the effects of counterfactual teacher-to-classroom assignments on average student achievement in U.S. elementary and middle schools. We use the Measures of Effective Teaching (MET) experiment to semiparametrically identify the average reallocation effects (AREs) of such assignments. Our identification strategy exploits the random assignment of teachers to classrooms in MET schools. To account for noncompliance of some students and teachers to the random assignment, we develop and implement a semiparametric instrumental variables estimator. We find that changes in within-district teacher assignments could have appreciable effects on student achievement. Unlike policies that aim at changing the pool of teachers (e.g., teacher tenure policies or class-size reduction measures), alternative teacher-to-classroom assignments do not require that districts hire new teachers or lay off existing ones; they raise student achievement through a more efficient deployment of existing teachers.

Simulating respiratory disease transmission within and between classrooms to assess pandemic management strategies at schools

The global spread of coronavirus disease 2019 (COVID-19) has emphasized the need for evidence-based strategies for the safe operation of schools during pandemics that balance infection risk with the society's responsibility of allowing children to attend school. Due to limited empirical data, existing analyses assessing school-based interventions in pandemic situations often impose strong assumptions, for example, on the relationship between class size and transmission risk, which could bias the estimated effect of interventions, such as split classes and staggered attendance. To fill this gap in school outbreak studies, we parameterized an individual-based model that accounts for heterogeneous contact rates within and between classes and grades to a multischool outbreak data of influenza. We then simulated school outbreaks of respiratory infectious diseases of ongoing threat (i.e., COVID-19) and potential threat (i.e., pandemic influenza) under a variety of interventions (changing class structures, symptom screening, regular testing, cohorting, and responsive class closures). Our results suggest that interventions changing class structures (e.g., reduced class sizes) may not be effective in reducing the risk of major school outbreaks upon introduction of a case and that other precautionary measures (e.g., screening and isolation) need to be employed. Class-level closures in response to detection of a case were also suggested to be effective in reducing the size of an outbreak.

Do Class Size Reductions Protect Students from Infectious Diseases?

We evaluate the causal effect of class size (number of students in a classroom) on incidence of class closure due to the flu, as an outcome of an infectious disease epidemic. For identification of causal effects, we apply a regression discontinuity design using discontinuous variation of class sizes, around the class size cap set by regulation, to administrative data of public primary and middle school students in one of the largest municipalities within the Tokyo metropolitan area from 2015 to 2017. Most classrooms in Japan are constructed in accordance with a standard of classroom area, 63 square meters; class size reduction improves social distancing among students in a classroom. We find that class size reduction is effective in reducing class closures due to the flu: a one-unit reduction of class size decreases class closure by about 5 percent. Additionally, forming small classes with 27 students at most, satisfying the social distancing of 1.5 meters recommended to prevent droplet infection including influenza and COVID-19, reduces class closure by about 90 percent. Moreover, we find that the older the students, the larger the effects of class size reduction. Our findings provide evidence for the effectiveness of social distancing policy in primary and middle schools to protect students from droplet infectious disease spread, including COVID-19.

Overcrowded Classrooms: Effect on Teaching and Learning Process in Public Secondary Schools in Ilemela Municipality, Tanzania

With parents, teachers, and policymakers, reducing class size is a favoured education policy approach. Cursory studies had suggested that overcrowded classroom results in relatively modest in students’ academic achievement. Underpinned by the Social Cognitive Theory, this study assessed how overcrowded classrooms affect the teaching and learning process in Ilemela Municipality, Mwanza -Tanzania. The study adopted a mixed research approach and convergent parallel research design. The sample consisted of 110 respondents including 1 MSEO, 1 Quality Assurance, 8 heads of school 40 teachers and 60 students. Structured questionnaires and interview guide were used as research instruments. Data were analysed through descriptive statistics and thematic analysis. The synthesis of the findings revealed that classrooms in Ilemela municipality are overcrowded –against the access bargain of 45 students per class; students exceeded 90 within a single stream. On the basis of the findings it was concluded that overcrowded classrooms has an effect on the teaching and learning process, since it limits the application and implementation of competence based curriculum and supportive classroom management practices which aid effectiveness of teaching and learning process. The study recommends that there is a need to enforce the policy on classroom size and to construct more classroom school so as to remedy the situation.

Effects of a healthy lifestyle intervention and COVID-19-adjusted training curriculum on firefighter recruits

There are knowledge gaps regarding healthy lifestyle (HLS) interventions in fire academy settings and also concerning the impacts of the pandemic on training. We enrolled fire recruits from two fire academies (A and B) in New England in early 2019 as the historical control group, and recruits from academies in New England (B) and Florida (C), respectively, during the pandemic as the intervention group. The three academies have similar training environments and curricula. The exposures of interest were a combination of (1) an HLS intervention and (2) impacts of the pandemic on training curricula and environs (i.e. social distancing, masking, reduced class size, etc.). We examined the health/fitness changes throughout training. The follow-up rate was 78%, leaving 92 recruits in the historical control group and 55 in the intervention group. The results show an HLS intervention improved the effects of fire academy training on recruits healthy behaviors (MEDI-lifestyle score, 0.5 ± 1.4 vs. − 0.3 ± 1.7), systolic blood pressure (− 7.2 ± 10.0 vs. 2.9 ± 12.9 mmHg), and mental health (Beck Depression score, − 0.45 ± 1.14 vs. − 0.01 ± 1.05) (all P < 0.05). The associations remained significant after multivariable adjustments. Moreover, a 1-point MEDI-lifestyle increment during academy training is associated with about 2% decrement in blood pressures over time, after multivariable adjustments (P < 0.05). Nonetheless, the impacts of pandemic restrictions on academy procedures compromised physical fitness training, namely in percent body fat, push-ups, and pull-ups.

Effects of Class-Size Reduction on Students’ Performance

A major factor affecting students’ academic performance is the classroom environment, in which class size plays an important role. This study aims to test the impact of class-size reduction on students’ performance and examine other factors affecting it. The results are established using a simple model that determines the impact of class size, individuals’ earnestness toward studying, and individuals’ learning environments on students’ performance. The results reveal the benefits of class-size reduction and how elementary students benefited from the smaller class size. This study will help school managers, teachers, and society understand the importance of creating an optimal learning environment based on students’ needs.

Problems Facing Public School Teachers in the Directorate of Education of the Southern Shouneh District from the Teachers’ Point of View

This study aimed to identify the problems facing public school teachers in the Southern Shouneh District Education Directorate and to identify the significance of the differences in the level of problems facing public school teachers according to the variable of gender or experience. The study sample consisted of (265) male and female teachers in government schools affiliated to the Southern Shouneh Directorate of Education, and the study tool was represented by a questionnaire consisting of (23) items that represent the problems that teachers may face in public schools. The education of the Southern Shouneh district is high from the point of view of the study members. The results also showed that there were no significant differences due to the variable of gender or experience in determining the difficulties faced by the teachers of public schools affiliated with the Southern District. The study came out with a set of recommendations to reduce student overcrowding in classrooms, and to provide training courses for teachers. Keywords: Teachers' problems, public schools, Southern Shouneh District. DOI: 10.7176/JEP/13-19-04 Publication date: June 30 th 2022

An Appraisal of School-Related Factors that Contribute to the Academic Achievements of Low Social-Economic-Status of Students in Ghana

The objective of the study was to examine the school-related factors that contribute to the academic achievements of low- social economic – status of students in the Aboom Circuit of the Cape Coast Metropolis during 2015-2016 academic years. The study adopted descriptive survey research design. Purposive and random sampling techniques were used to select teachers, schools and students. The five junior high schools (St Nicholas, St. Monica, Aboom Methodist B, Aboom Zion A and Aboom Zion C) were randomly selected from the ten schools in the circuit. A proportional allocation was used to determine and allocate the total number of students from the population to each school. The main instrument for data collection was questionnaire. The data were entered in a pre-designed template in the Statistical Package for Social Science (SPSS) software, version 21. The data were analysed using descriptive (frequency and percentages, mean and standard deviation) and inferential statistics (correlation). The research hypothesis was also analysed using Pearson Product Moment Correlation. The hypothesis was tested at 0.05 level of significance. The study indicated that school-related factors such as school time schedule, resources, school climate, guidance and counselling, school-parents’ relationship may significantly contribute to students’ academic achievement. It is also concluded that when the right atmosphere or conditions are created, students can perform well irrespective of their socio-economic statuses or backgrounds. It is recommended that the Ministry of Education (MOE)/Ghana Education Service (GES) in partnership with school administrators should provide adequate teaching and learning resources and facilities for effective teaching and learning at the school. It is also recommended that in other to ensure effective teaching and learning, the Ministry of Education (MOE) and the Ghana Education Service (GES) should collaborate to implement a class size reduction policy effectively as expected. This means that the student-to-teacher ratio should strictly be adhered to.

Learner Centred Education in the Teaching of Grade 11 Biology in Ohakafiya Circuit Schools of Namibia

Namibia in recent time adopted the learner centred education (LCE) policy that is geared towards education for all. It is believed that it will enhance the achievement of the four goals of education namely: access, equity, quality, and democracy. This study is aimed at finding out how schools in Ohakafiya circuit in Namibia implement LCE policy, including the possible challenges and best practises in the application of LCE teaching approach. The study used the qualitative research method. Due to Covid-19 regulations, data was collected by means of telephonic interview. A total sample of 16 participants from 3 different schools were purposively selected and used. The research participants comprise of principals, Head of Departments, and teachers. The data collected were analysed by means of coding and generation of themes. The study found out that, the teachers still fail to grasp the contextual interpretation of LCE that negatively affects its application or implementation. The challenges that impede on the implementation of LCE include overcrowding in classrooms, work overload for teachers, and the lack of skills on the part of teachers to design and assess LCE activities. The study concluded that the teachers be provided with continuous empowerment and support, be provided with sample materials, and create regular platforms of sharing ideas and resources.