Small class learning in a large class

Intuitively, we assume that all small class sizes provide an environment more conducive to learning, but the empirical evidence supporting this hypothesis are harder to find. So far, the debate over class size was always held as part of primary and secondary schools. Far fewer studies have examined the effect of the number of students in classes at the postsecondary level and yet least in the Ontario and Canadian context. The problem in many of these analyses is difficult to isolate the number of students of other factors that may influence learning, such as discipline, course level, the teaching method, the teacher and the demographic composition of students in order to establish clear correlations between the size of the class and school performance. The approach teaching and class size, in particular, are almost inextricably interrelated.

Nevertheless, according to a number of studies on the EPS, the increase class size has a negative effect on student retention, measured by the rate of perseverance in the course and retention rates of students first year.

One of the biggest problems faced by classroom teachers many is the feeling of isolation and anonymity experienced by students, both compared to their peers than the teacher. Students who perceive to be anonymous feel less responsible towards their learning, are less motivated to learn and come less often in the classroom.

It is therefore not surprising that the number of students per class is considered to have a negative effect on student engagement. A literature review revealed that teaching in large classes reduces the active participation of students in the learning process, reduce the frequency and quality of teacher-student interaction and feedback, and reduces student motivation and the development of cognitive skills in the classroom. The reduced rates of participation and interaction ...