Achievement Flourishes in Larger Classes: Secondary School Students in Most Countries Achieved Better Literacy in Larger Classes

Autor/inn/en	Alharbi, Abeer A.; Stoet, Gijsbert
Titel	Achievement Flourishes in Larger Classes: Secondary School Students in Most Countries Achieved Better Literacy in Larger Classes
Quelle	In: International Education Journal: Comparative Perspectives, 16 (2017) 2, S.16-32 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Academic Achievement; Large Group Instruction; Class Size; Secondary School Students; Outcomes of Education; Foreign Countries; International Assessment; Achievement Tests; Scores; Ability Grouping; Parent Background; Socioeconomic Status; Statistical Analysis; Educational Benefits; Literacy; Reading Comprehension; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Klassengröße; Sekundarschüler; Lernleistung; Schulerfolg; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Homogene Gruppierung; Niveaugruppierung; Streaming; Elternhaus; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Bildungsertrag; Alphabetisierung; Schreib- und Lesefähigkeit; Leseverstehen
Abstract	There is no consensus among academics about whether children benefit from smaller classes. We analysed the data from the 2012 Programme for International Student Assessment (PISA) to test if smaller classes lead to higher performance. Advantages of using this data set are not only its size (478,120 15-year old students in 63 nations) and representativeness but also that the 2012 PISA data set, for the first time, includes the class size for each participating child. We found that, in most countries, children in smaller classes had a lower performance score in solving reading comprehension problems than those in larger classes. We further analysed the relationship between class size and factors that can explain this paradoxical phenomenon. Although grouping of students by ability and the socioeconomic status of parents played some role in some countries, these factors cannot fully explain the effect. We finish by discussing the overlooked potential advantages of larger classes. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://openjournals.library.usyd.edu.au/index.php/IEJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01