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HOW DOES THE NUMBER OF STUDENTS AFFECT THE ACADEMIC PERFORMANCE?
Klodiana Leka, Kseanela Sotirofski
(Albania)
For many years the researchers have studied and continue to study the effects of class size in the academic performance. Therefore the number of pupils or students per class is nowadays a crucial concern.
The study on the number of pupils per class was based on some reliable formats, including the way of guidance and grade achievements in English language. Based on the data obtained, it was noticed that the majority of the respondents agree that fewer pupils in a classroom greater are the achievements for pupils.
However, in this study there is no clear evidence if other factors affect the size of the class, such as ways ofperforming the lesson/teach-ing. It is recommended that additional research must be done on the importance of class size on student achievements.
Keywords: number of students, academic performance, reduction, achievement.
1. Introduction
Class size is a crucial issue in education and especially in language teaching. There are 40- 50 pupils in a class, especially in public schools and teaching English is becoming more and more difficult. Researchers have debated that teaching foreign languages in large classes can have drawbacks for pupils or students. Some of the disadvantages for students who learn in large classes are less performance than those who learn in small classes, they have less or no time to be interrogated one by one by the teacher. As a consequence teachers in large classes have less time available for instruction and as a consequence the pupils lower scores in tests. Furthermore, in larger classes discipline becomes more than an issue because there are more pupils. In contrast, in a class with fewer students there is given more focus to teaching instead of discipline or other issues that may develop during a course. The researchers believe that small classes have increased the level of student achieve-
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ments. Therefore, it is important to stress that the size of the class and its impact must be studied.
2. Literature review
During these years more than 100 studies and different methods have been used in order to find out if there is a real connection between class size and students’ achievement.
The first study dates back in 1902. It was conducted by Rice but there was no great relationship between class size and achievement [Rice, 1902]. Christensen discusses the problems that language teachers think that exist in large classes, especially while learning a language. A language class with a large number of students can lead to very difficult and ineffective teaching. Christensen 1994, notes that “The focus on assessment of problem areas raises the risk that large classes can be perceived as a limitation in learning environments, and the positive aspects will have insufficient attention” [Christensen, 1994: 122].. Because the class size limits the learning environment, language teachers think that there are some pedagogical issues that are weakened over time. These include difficulties encountered during tasks in speaking, reading and writing; difficulties with monitoring and providing information; personalization of tasks; avoidance of tasks that are not worth to be implemented
It may be a real challenge for teachers to manage large classes and teachers can not adopt teaching methods and approaches in the best way possible. It can also make talented students unable to participate in class activities [Risley, 1994], shows that the flow of letters and essays specifically for language teachers is enormous and endless.
While trying to work with individual or group work (which is difficult to manage); they can deal with the high level of noise that exists; the need to use a loud voice is tiring; the impossibility for all students to participate; discipline problems and difficulties to give homework immediately after tests. Emotional concerns include difficulty in learning the names of students, establishing an emotional rapport with students; difficulty in following students with weaker grades and assessment of student interests and behaviors. Zhao 2004, states that for foreign language teachers sometimes is very difficult or almost impossible to carry out kinds of activities such as group work or pair work because of the great number of students in the classrooms.
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For all these reasons teaching in large classes may be extremely tiring and sometimes almost worthless. Hopkins, reveals that “Today, about one million of the state’s students are in classes with twenty students or fewer. Reports reveal participation and early results of the tests and show that the program has had successes “[Hopkins 1998: 2]. Based on this research and the highest scores on standardized tests, the results indicate that the reduction in small classes did increase student achievement.
From a qualitative study conducted in California to discover whether the reduction of the classes has a positive impact on student achievement was found out that students in the small classes had greater achievement than those who studied in large classes. What is to emphasize here is that classes with 30 students were reduced to 20 students.
However, not only English teachers, but also teachers of all subjects can have almost the same problems while working with large classes. But teaching in those classes can provide a challenge for students and teachers.
3. Methodology
Numerous studies have been conducted to investigate the effects that the reduced classes have in the academic achievement. This study tested whether in Albania and more specifically in Durres teachers agree or disagree with this theory. The quantitative questionnaire based on a Likert scale from 1-5 was used . The questionnaire was applied to determine whether school teachers in Durres agree that the class size affects students achievement. This study included 100 teachers from some schools of Durres .
4. Findings
So from the survey was shown that the study of literature and the final data set that the class size affects the students’ achievement.
From this study it was observed that smaller classes increase students’ achievements. According to the literature students in small classes benefit better academically. The data showed that 90 % of participants agreed, totally agreed, that the large classes impact in (low) student achievement. Previous studies show that teachers as well as students can benefit from the reduction of classes. Students are given individualized guidance so each student receives more attention because
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the teachers have more time to devote to them separately. Teachers will spend less time with discipline matters.
91 % of participants agree that large classes have problems related with students’ discipline. In the case of language teaching effects of a large class can lead us toward a teaching environment that is unhelpful and challenging. These include difficulties with spoken language; reading and writing tasks such as difficulties with monitoring and giving feedback; problems with sharing individual tasks; avoidance of tasks; circulating difficulties in class; poor attention toward students and difficulties in their evaluation. The data show that 79 % of respondents agree that teachers have difficulties in assessing essays and papers for classes with large numbers of students.
5. Conclusions
The findings showed that the majority of teachers agreed with the results of the study of literature, in which the number of students affects their achievements. The survey also shows that 90 % of teachers strongly agree that large classes contribute to reducing student achievements. Also they say that the way of teaching can be a factor in the student’s achievements. 95 % of them state that the classes with a large number of students have more disciplinary problems. 90 % of language teachers say they have problems in assessing individual students especially with tasks such as essays. They also agree that the classes with small number of students help to acquire mathematical skills as well as to gain more skills in the reading. The answers show that teachers believe that small classes could increase the achievement of students in various fields. This study focuses on whether teachers agree with the results based on the literature regarding the number of students in class. In fact the idea of reducing the number of students in the classroom should be a matter of concern for all the school conductors and teachers.
It is clear to everyone that all students should have a suitable learning environment where they benefit in a successful way. In fact, this study shows that there is a link between a large class and a small one as the small class leads to increased acquisition standards. Also, the ones to benefit from these small classes would be students as well as teachers. Another factor affecting student achievement is the method of teaching. What was seen in the results was that students in small classes have more progress in learning outcomes and less discipline problems,
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which allows teachers to spend more time with students improving their skills in math, language and reading. The data shows that the majority of teachers had some personal differences such as age, length of education, how different subjects are taught and what certificates have received over the years. All participants agreed that class size plays an important role in student achievement. 95-100 % of teachers surveyed agreed on various questions such as how large the class is the greater is the opportunity for students dropping results. Teaching techniques are a key factor in their results. Discipline problems are greater in larger classes. Teachers in small classes can spend more time with each student. Language teachers have difficulty in correcting essays and exams. 90 % of teachers surveyed did not agree that the reduction in the number of pupils per class was costly and so it must be seen as an opportunity.
References
1. Christensen, T. (1994). Large Classes and Their Influence on Language Teaching. Journal of Hokusei Jr. Col., 30, 121-129.
2. Hopkins, G. (1998b). The Debate Over Class Size Part 2. Retrieved September 25, 2006 from Education World.
3. Rice, J. M. (1902). Educational research: A test in
4. arithmetic. The Forum, 34, 281-297.
5. Risley, L. (1994). Aspects of Class Size. Retrieved September 22, 2006 from FLTeach.
6. Zhao, H., Grimshaw, T. (2004). Expatriate Teachers’ Adjustment to Teaching Large Large Class Size vs. Small Class Size 48 EFL Classes in China. TEFL Web Journal, 3.
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