Chemistry ConcepTests: Considerations for Small Class Size

2002 ◽  
Vol 79 (5) ◽  
pp. 592 ◽  
Author(s):  
Todd Wimpfheimer
Keyword(s):  
Class Size ◽  
Small Class ◽  
Small Class Size

scholarly journals INFLUENCE OF CLASS SIZE ON STUDENTS’ AND TEACHERS’ MOTIVATION DURING INSTRUCTION

2021 ◽  
Vol 37 (01) ◽  
pp. 110-119
Author(s):  
Syed Muhammad Amir ◽  
Irfan Ullah ◽  
Muhammad Kaleem
Keyword(s):  
Positive Feedback ◽  
Class Size ◽  
Primary Schools ◽  
Small Class ◽  
Chi Square ◽  
Descriptive Research ◽  
Small Class Size ◽  
Instructional Tasks ◽  
Expected Proportion

This descriptive research investigated influence of class size on the students’ and teachers’ motivation during the instruction. The study objectives focused the effects of class size on the students’ initiation in completing instructional tasks, stimulating them in expressing the ideas freely and in provision of positive feedback to them during the instruction. Three null hypotheses were formulated to observe the significance differences between observed and expected proportion about target objectives. For this purpose, the data were collected from 4th grade students and teachers of 51 government primary schools through observation sheets and questionnaire respectively. Collected data were analysed through mean and chi-square. The major findings indicated that small class size assisted teachers as well as students to exhibit higher level of the motivation and interest during instruction. However, no significant differences noted between the observed and expected proportion about level of initiation, completion of task, rate of stimulation and provision of feedback among students belonging to different level of class size.

scholarly journals Class Size and Students’ Anxiety in Oral Recitation

2020 ◽  
Vol 7 (2) ◽  
pp. 15
Author(s):  
Jerald C. Moneva ◽  
Leo B. Acibar ◽  
Leo B. Acibar ◽  
Niel O. Monding ◽  
Leo B. Acibar
Keyword(s):  
High School ◽  
Junior High School ◽  
Class Size ◽  
Research Work ◽  
Small Class ◽  
Weighted Mean ◽  
Chi Square ◽  
Small Class Size ◽  
The Relationship ◽  
Gathering Data

Anxiety is one of the greatest challenges that faced by the students nowadays. Anxiety can affect the student’s productivity, performance and academic achievement in many ways. Class size plays an important role on learning of the students. Students who belong to the large or small class size can surpass this problem, it may give their co-classmate a confidence and courage in facing the anxiety they felt. This study intends to determine the association between the class size and student’s anxiety in oral recitation of Jagobiao National High School. This research work uses a descriptive design with likert’s scale questionnaire as being used for gathering data. After the data were being gathered, the data were then analyzed using weighted mean and chi-square in determining the relationship between the class size and anxiety in oral recitation. 300 randomly selected students from Jagobiao National High School- Junior High School Cebu City, Philippines were asked to participate. The result of the study indicates that the class size in Jagobiao National High School has a range of forty-six to fifty students, the result revealed that the students have anxiety in oral recitation and the students’ level of anxiety is slight to extremely anxious and it is also revealed that there is no association between class size and students’ anxiety in oral recitation

Disc explosive magnetic generator of small class size

2015 ◽  
Vol 56 (1) ◽  
pp. 22-29 ◽  
Author(s):  
B. E. Grinevich ◽  
P. V. Duday ◽  
A. V. Ivanovsky ◽  
K. N. Klimushkin ◽  
A. I. Kraev ◽  
...  
Keyword(s):  
Class Size ◽  
Small Class ◽  
Small Class Size ◽  
Explosive Magnetic Generator ◽  
Magnetic Generator

scholarly journals Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes

2017 ◽  
Vol 20 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Mary C Wright ◽  
Inger Bergom ◽  
Tracy Bartholomew
Keyword(s):  
Student Performance ◽  
Teaching Strategies ◽  
Class Size ◽  
Pedagogical Practice ◽  
Small Class ◽  
University Policy ◽  
Small Class Size ◽  
Professional Development Needs ◽  
Policy Shift ◽  
Quality In Higher Education

Small class size is often used as an indicator of quality in higher education, and some research suggests that instructors in smaller classes more often use activities that are learner-centered and that involve physical and mental activity on the part of learners, such as group work, simulations, and case studies. However, we have little information on how instructors change their pedagogical practice when they teach in large- versus small-class settings. In this study, we examine alignment between intended and enacted teaching strategies, or initial plans and specific ways in which instructors reported altering their teaching in the context of a university policy shift to smaller classes. Furthermore, we examine instructional challenges in this shift to call attention to professional development needs of small-class teaching and to best leverage the benefits of such activities for student performance and retention.

scholarly journals EFFECTS OF INTEGRATING INSTRUCTIONAL MODELS WITH LECTURE METHOD ON ACADEMIC PERFORMANCE OF STUDENTS OF SMALL CLASS-SIZE IN ZARIA EDUCATIONAL ZONE KADUNA STATE

2018 ◽  
Vol 13 (2) ◽  
pp. 34-42
Author(s):  
Aminu Yusuf
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Class Size ◽  
Small Class ◽  
Instructional Models ◽  
Biology Teachers ◽  
Lecture Method ◽  
Small Class Size ◽  
Senior Secondary Schools ◽  
Senior Secondary

This study investigated the effects of integrating instructional models with lecture method on academic performance of students of small class-size in some Biology concepts among Senior Secondary School Students in Zaria Education Zone. Fifty students randomly selected from two Senior Secondary Schools constitute the sample for the study. The schools were grouped into two. one as experimental with 25 students and the other as control with 25 students from the total population of 4,450 S.S.S 3 students in the zone. The study adopted a pretest, posttest quasi-experimental and control group. The subjects in the experimental groups were taught by Integrating Instructional Models with Lecture while the control groups were exposed to the lecture method. A Biology Achievement Test (BAT) with Reliability Coefficient o f 0.75 was used to measure the students’ achievement after the treatment. The data collected was analysed using mean, standard deviation and t-test. Results indicated that there is a significant difference in the mean academic performance of students taught Biology concepts using Integrating Instructional models with lecture method compared to those taught using lecture method of instruction in small class size. Based on the findings it was recommended that Integrating Instructional models with lecture method should be used by Biology teachers to teach in Senior Secondary School. Biology teachers should be trained on the effective use of instructional models in Senior Secondary Schools among others.

scholarly journals Influence of class size on students’ classroom discipline, engagement and communication: A study of senior secondary schools in Ekiti state, Nigeria

2017 ◽  
Author(s):  
Victor Oluwatosin Ajayi
Keyword(s):  
Secondary Schools ◽  
Student Teacher ◽  
Class Size ◽  
Small Class ◽  
Classroom Discipline ◽  
Small Class Size ◽  
Secondary Classroom ◽  
Research Questions ◽  
Senior Secondary Schools ◽  
Senior Secondary

In this study, the influence of class size on students’ classroom discipline, engagement and communication school teachers from 16 purposely selected secondary schools out of a population of 4529 senior secondary teachers from Ekiti State, Nigeria was used for the study. The study adopted a descriptive survey research design. The instrument used for data collection was Influence of Class Size on Classroom Discipline, Engagement and Communication Questionnaire (ICSCDECQ) with the 21). Four research questions and three null hypotheses guided the study. The research questions were answered using Mean rating and Standard Deviation scores and the hypotheses were tested using Chi-square. The study revealed that class size has significant influence on senior secondary classroom discipline, engagement and communic influence on senior secondary classroom discipline, engagement and communic among others that, senior secondary schools in Ekiti State, Nigeria should adopt a maximum of 40:1 student teacher ratio (small class size) for effective classroom discipline, engagement and communication. ation. It was recommended among others that, senior secondary schools in Ekiti State, Nigeria should adopt a maximum of 40:1 student teacher ratio (small class size) for effective classroom discipline, engagement and communication. among others that, senior secondary schools in Ekiti State, Nigeria should adopt a maximum of 40:1 students-teacher ratio (small class size) for effective classroom discipline, engagement and communication.

scholarly journals Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching

2017 ◽  
Vol 5 (8) ◽  
pp. 68 ◽  
Author(s):  
Jacky Pow ◽  
Marina Wong
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Class Size ◽  
Small Class ◽  
Workplace Factors ◽  
Teaching Professional Development ◽  
The Individual ◽  
Simple Reduction ◽  
Enhance Student Learning ◽  
Teaching Professional

It is commonly believed that small class teaching can greatly enhance student learning because the individual needs of each student can be better addressed, the students can learn more through more innovative and flexible teaching methods and the students have more time to interact with each other and to gain feedback from their teachers. Although studies have shown that students benefit from small class teaching, they have failed to identify the benefits as the natural consequences of a simple reduction in class size. As increasing numbers of researchers argue that professional development in small class teaching is more important than a simple reduction in class size, it is timely to determine the factors that affect teachers’ participation in small class teaching professional development programmes and their use of small class teaching after participation in these programmes. This study explored teachers’ concerns about or obstacles to applying their knowledge from professional development programmes to their teaching. Teachers who had participated in a government-funded professional development programme were invited to complete an end-of-programme questionnaire, and 160 valid questionnaires were collected. The initial findings indicate that workplace factors were the most common factors in the implementation of small class teaching.

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