impact of class size on student achievement pdf

/MediaBox [0.0 0.0 612.0 792.0] Student involvement and teacher interaction are found as influential factors on student learning outcomes and satisfaction regardless of class sizes. 74 0 obj endobj /MediaBox [0.0 0.0 612.0 792.0] /ModDate (D:20160726140817-04'00') <><>1470 0 R]/P 944 0 R/Pg 1597 0 R/S/Link>> /Rotate 0 /Contents 190 0 R /CropBox [0.0 0.0 612.0 792.0] << /MediaBox [0.0 0.0 612.0 792.0] /MediaBox [0.0 0.0 612.0 792.0] /Resources 103 0 R 1574 0 obj Moreover, there is a dearth of research explaining how and why class size influences student behaviors and educational outcomes. 67 0 obj /Resources 107 0 R 31 0 obj endobj /CropBox [0.0 0.0 612.0 792.0] /Parent 2 0 R Demaris, M. C. & Kritsonis, W. A. 1026 0 obj Deutsch (2003) 19 No. cheri_wp67.pdf (1.250Mb) Abstract. While the path coefficient for large class is 0.22, the value for small class is 0.54. /Rotate 0 /Rotate 0 /Resources 225 0 R << /Contents 246 0 R >> o?tZE`=.)I[X 3aMf[aE P'[oNZnj@{[hzmlocO. The CFA results indicate 41% total variance explained and then no CMV issues (Podsakoff et al., 2003). endobj endobj endobj 66 0 obj /Rotate 0 Copyright 2022, Liz Wang and Lisa Calvano. /Filter /FlateDecode /Contents 172 0 R /Contents 114 0 R /CropBox [0.0 0.0 612.0 792.0] /Type /Page doi: 10.1080/08841241.2017.1311980. endobj endobj Blatchford, P., Russell, A., & Brown, P. (2009). endobj /Type /Page /Rotate 0 Bligh, J. >> /Info (sRGB IEC61966-2.1) (Department of Management, College of Business and Public Management, The 2020 AACSB business standards (July 2021), Using learning outcomes: A consideration of the nature, role, application and implications for European education of employing learning outcomes at the local, national and international levels, Heriot-Watt University (Edinburgh Conference Centre) Edinburgh, Motivation for Achievement. << 1593 0 obj >> /MediaBox [0.0 0.0 612.0 792.0] Psychometric theory, 2nd ed., New York, NY: McGraw-Hill. /Resources 153 0 R /MediaBox [0.0 0.0 612.0 792.0] /Rotate 0 << /Contents 180 0 R This study uses Finns framework to investigate how student learning and social behaviors influence relevant educational outcomes in different class sizes. /Type /Page /Contents 132 0 R Thus: Student perception of teacher supportiveness will be higher in small classes than in large classes. >> This report extends beyond the first by examining the role of the teacher in impacting student achievement. What is the nature of the relationship between class size and student achievement - is the relationship linear, or do Student attentiveness was assessed by items from Leufers (2007) research on the factors affecting the learning environment. Because social and academic interactions are the focal point of the higher education, these classroom dynamics are critical to positive learning outcomes (Demaris and Kritsonis, 2008). Retrieved from https://hbsp.harvard.edu/inspiring-minds/online-in-person-the-power-of-letting-students-choose (accessed 7 September 2021). Active Learning in Higher Education, 15(1), 1124. /MediaBox [0.0 0.0 612.0 792.0] Glass, G. V. & Smith, M. L. (1978). /Parent 2 0 R Additionally, as peer interaction in a small class is stronger on communication outcome than that in a large class, a small class is a better choice for a course focusing on communication skills. /Type /Page Most measures of this study were adapted from previous research. /Contents 162 0 R 48 0 obj 64 0 obj xXnF}7,x+Ij hFH*$eCIYBKA$wsY 5r:?$Y\%yp.F' Class Size Sie mchten fix Ihren PKW- oder Motorradfhrerschein? /Rotate 0 << endobj /Range [0.0 1.0 0.0 1.0 0.0 1.0] 77 0 obj Class size, student behaviors and educational outcomes 1585 0 obj endobj The Presidents that the size of their classes has an impact on pupils concentration; 83% also believe that this has an impact on endobj /Resources 113 0 R >> /Resources 253 0 R endobj 1580 0 obj << /Type /Page Many educators argue for the diversification of assessment methods in higher education (Maringe & Sing, 2014). While many business schools use large classes for the sake of efficiency, faculty and students tend to perceive large classes as an impediment to learning. /Rotate 0 Alderman, M. K. (2008). /Rotate 0 2 0 obj /Contents 228 0 R D? doi: 10.1177/0013164496056005004. >> 2023-06-30T11:40:09-04:00 class size /Rotate 0 endobj Possibilities for Teaching and Learning, (3rd ed. /Contents 152 0 R Academic engagement refers to student learning behaviors related directly to the learning process, such as class participation. /Rotate 0 39 0 obj WebThe results of study revealed that the subscales, `Involvement', `Personal relevance', `Emphasis on understanding', were major predictors contributing towards classroom learning environment and students' academic achievement whereas subscales `Investigation' and `Autonomy' have negative effect on students' academic achievement. (2004). <>1518 0 R]/P 993 0 R/Pg 1623 0 R/S/Link>> 1025 0 obj /Contents 200 0 R Hair, J. F., Hult, G., Ringle, C., & Sarstede, M. (2017). /Resources 219 0 R /Rotate 0 57 0 obj Following the same logic, a series of ANOVA were run to test H2H6. endobj 13 0 obj However, the study results indicate students perceive lower levels of teacher interaction and satisfaction in larger classes. 49 0 obj 44 0 obj uuid:07ffa846-ac3a-11b2-0a00-782dad000000 /Parent 2 0 R /Parent 2 0 R endobj << >> Bosworth, 2014; Fidler, 2001; Olson, 1999; Vaag Iversen & Bonesronning, 2013). /MediaBox [0.0 0.0 612.0 792.0] This Campbell systematic review examines the impact of class size on academic achievement. endobj <>1530 0 R]/P 999 0 R/Pg 1629 0 R/S/Link>> /Type /Page /Parent 2 0 R 47 0 obj Finn et al. << & Fernandez, J. 18 0 obj /CropBox [0.0 0.0 612.0 792.0] /Rotate 0 (2003) suggest student academic achievement is influenced by a combination of academic and social engagement in the learning process. Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willims, J. D. (2001). /Subtype /XML /Type /Catalog /MediaBox [0.0 0.0 612.0 792.0] endobj Therefore. /CropBox [0.0 0.0 612.0 792.0] Nunnally, J. C. (1978). /MediaBox [0.0 0.0 612.0 792.0] We use SmartPLS 3 software to run PLS-SEM analysis, as it is an appropriate approach for our data set to assess the key drivers for educational outcomes. /Rotate 0 6 0 obj /Resources 259 0 R >> The theoretical framework by Lazear suggested that the minimization of negative externalities (i.e., problematic behavioral and academic characteristics of students) achieved through the /Contents 124 0 R /CropBox [0.0 0.0 612.0 792.0] >> 1589 0 obj 42 0 obj students /Parent 2 0 R /Type /Page 1581 0 obj endobj >> << The regression model for H10 was statistically significant (F(7, 272) = 67.174, P < 0.000). 1-2 July, Heriot-Watt University (Edinburgh Conference Centre) Edinburgh. >> /Resources 181 0 R endobj 1588 0 obj (2021). Research notes: The personal involvement inventory: Reduction, revision, and application to advertising. Results highlight the critical role that student involvement and teacher interaction play on student success and student satisfaction regardless of class sizes. endobj /RegistryName () <>1560 0 R]/P 1025 0 R/Pg 1642 0 R/S/Link>> 12 0 obj endobj Quarterly Journal of Economics, 115, 12391285. Tel. All questions used seven-point scales. WebFirst, we evaluate the relationship between class size and student performance. Guseman, D. (1985). /Contents 222 0 R Approximately 47.9% of respondents were male and 51.4% were female. Discriminant validity is assessed with Fornell and Larcker criterion and the heterotraitmonotrait ratio of correlations (HTMT) (Hair et al., 2017). In an interesting twist, Borland, Howsen and Trawick (2005) found a nonlinear relationship between 3 rd grade class size and student achievement, with an optimal class size Table 3 displays the statistical results for H7H10. These two SLOs were selected because they are assessed as part of the institutions AACSB AOL process. /Rotate 0 WebThe findings revealed that large class size contribute significantly on the students academic performance by lowering students performance because they do not master the intended contents, competence and skills fully . /Contents 258 0 R 45 0 obj /Rotate 0 /Contents 242 0 R >> Retrieved from www.aacsb.edu/accreditation/standards/business (accessed 7 September 2021). /Parent 2 0 R The pandemic has had devastating impacts on learning. What endobj Effects of Class Size and Instruction on Kindergarten Nevertheless, large class size is a contested issue for students and instructors because it is thought to affect student success (Blatchford et al., 2009; Maringe & Sing, 2014). WebThe Impact of California's Class Size Reduction Initiative on Student Achievement: Detailed Findings from Eight School Districts 1999 Ross E Mitchell This report presents a comprehensive preliminary analysis of how California's Class Size Reduction (CSR) initiative has impacted student achievement during the first 2 years of implementation. >> The pandemic has had devastating impacts on learning. What Drea, J. /MediaBox [0.0 0.0 612.0 792.0] endobj 1 0 obj uuid:08004dce-ac3a-11b2-0a00-b070220fff7f New Directions for Teaching and Learning, 32, 1730. The Effects of Class Size on Student Achievement in Higher Education. /Parent 2 0 R /S /D /Parent 2 0 R << Achievement /Resources 111 0 R /MediaBox [0.0 0.0 612.0 792.0] According to an article in the Seattle Times, the effects have been hard to isolate and measure, which has led to disagreements over the results. /Contents 128 0 R endobj /PageLabels 3 0 R /Type /Page /Producer (Apache FOP Version 2.4) /MediaBox [0.0 0.0 612.0 792.0] <>1542 0 R]/P 1010 0 R/Pg 1632 0 R/S/Link>> /Rotate 0 /Parent 2 0 R endobj Jaschik, S. (2017). endobj How Small Classes Help Teachers do Their Best, Effects of class size and attendance policy on university classroom interaction in Taiwan, Innovations in Education and Teaching International, International handbook of research on teachers and teaching, The first year of doctoring: Still a survival exercise, The classroom: Exploring Its effects on student persistence and satisfaction, Online? Class size may also influence teachers interpersonal styles, which in turn may affect their interactions with the students (Finn et al., 2003). The 2017 survey of admissions directors: Pressure all Around. endobj /Contents 148 0 R Zaichkowsky, J. L. (1994). Nearly all (98.6%) respondents attended school full-time. class size Learning behaviors and social behaviors contribute to student academic achievement (Finn et al., 2003). Journal of Marketing Research, 18(1), 3950. Maringe, F. & Sing, N. (2014). Otherwise, why is a kindergarten cohort of 120 /Rotate 0 doi: 10.1177/027347538500700102. /Parent 2 0 R >> <>1476 0 R]/P 948 0 R/Pg 1603 0 R/S/Link>> <>1548 0 R]/P 1012 0 R/Pg 1632 0 R/S/Link>> /Parent 2 0 R Using an instrumental variables approach to control for selection bias, the results suggest an increase in collegiate class size leads to an increase in dropout rates and a reduction in on-time degree completion, but no change in long-run degree completion. Bosworth, R. (2014). Large classes are unlikely to disappear given the financial pressures that most institutions face in the USA (Maringe & Sing, 2014). /Rotate 0 >> endobj 72 0 obj /Contents 140 0 R x- [ 0}y)7ta>jT7@t`q2&6ZL?_yxg)zLU*uSkSeO4?c. R -25 S>Vd`rn~Y&+`;A4 A9 =-tl`;~p Gp| [`L` "AYA+Cb(R, *T2B- Impact of Class Size On Student Achievement 5 0 obj /Rotate 0 Leufer, T. (2007). /Resources 263 0 R /Type /Page << Researchers have studied the affects of class size on student achievement for years. /CropBox [0.0 0.0 612.0 792.0] << /CropBox [0.0 0.0 612.0 792.0] Unsere optionalen Pakete machen Ihnen die Auswahl leicht und schaffen Kostentransparenz. /Type /Metadata /MediaBox [0.0 0.0 612.0 792.0] /Parent 2 0 R /Type /Page /Rotate 0 1564 0 obj /MediaBox [0.0 0.0 612.0 792.0] /MediaBox [0.0 0.0 612.0 792.0] Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The Effects of Class Size on Student Achievement in Higher Education. endobj Thus, research that examines the relationship between class size and educational outcomes beyond academic performance should be included in learning assessment. /Type /Page >> /Rotate 0 /Subject () The overall response rate was 43% (37% for small classes vs 45% for large classes). /Type /Page /Type /Page Because this study was conducted in a face-to-face classroom setting, the results cannot be generalized to different learning environments, such as online or hybrid. /Resources 247 0 R /Parent 2 0 R /CropBox [0.0 0.0 612.0 792.0] /Type /Pages /Contents 196 0 R /Parent 2 0 R It may offer a groundwork to investigate how student engagements influent their learning outcomes in different delivery formats, such as online, hybrid, synchronous online or asynchronous online. endobj /CropBox [0.0 0.0 612.0 792.0] /CropBox [0.0 0.0 612.0 792.0] <> << >> /Parent 2 0 R Determinants of perceived learning and satisfaction in online business courses: An extension to evaluate differences between qualitative and quantitative courses. 1576 0 obj 88 0 obj >> /Contents 150 0 R /Resources 213 0 R /Contents 168 0 R /MediaBox [0.0 0.0 612.0 792.0] >> 30 0 obj Involvement is a motivational construct. 88 0 R 89 0 R 90 0 R] Also, smaller classes encourage participation or interaction as students may receive more support from classmates. 28 0 R 29 0 R 30 0 R 31 0 R 32 0 R 33 0 R 34 0 R 35 0 R 36 0 R 37 0 R 91 0 obj The review summarises findings from 148 reports from 41 countries. /Type /Page Student perception of an instructors supportiveness is also salient. 56 0 obj Adam, S. (2004). /Type /Page ), International handbook of research on teachers and teaching, pp. /Resources 161 0 R /Type /Page /Parent 2 0 R 1569 0 obj /Rotate 0 Common method biases in behavioral research: A critical review of the literature and recommended remedies. (2009) suggest that a negative relationship exists between class size and classroom processes. /Parent 2 0 R /Rotate 0 /MediaBox [0.0 0.0 612.0 792.0] << SPSS was used to run Cronbachs coefficient alpha of each measure. /Contents 156 0 R >> >> << Advocates of small class sizes contend that smaller classes afford children more personal attention and improve the class climate, and this argument has been extrapolated out to school size. Class Size The typical size of most classes in this business school is 2540 students and a class with more than 50 students is considered large. For example, students in large classes do not have the same opportunities to interact with the teacher compared to students in small classes (Maringe & Sing, 2014). <>/MediaBox[0 0 612 792]/Parent 1644 0 R/Resources<>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI]>>/StructParents 94/Tabs/S/Type/Page>> <>1464 0 R]/P 940 0 R/Pg 1597 0 R/S/Link>> Toggle navigation. of Class Size on Student Achievement <> Diane Whitmore Schanzenbach - National Education Policy /Type /Page /MediaBox [0.0 0.0 612.0 792.0] /Resources 123 0 R Figure 2 displays the structural model. endobj /Parent 2 0 R /Resources 163 0 R /Parent 2 0 R /MediaBox [0.0 0.0 612.0 792.0] >> >> Teaching large classes in an increasingly internationalising higher education environment: Pedagogical, quality and equity issues. /MediaBox [0.0 0.0 612.0 792.0] /Rotate 0 << 51 0 obj /MediaBox [0.0 0.0 612.0 792.0] student learning outcomes and satisfaction). Wang, L. and Calvano, L. (2022), "Class size, student behaviors and educational outcomes", Organization Management Journal , Vol. Thus: Student class participation level will be higher in small classes than in large classes. << /CropBox [0.0 0.0 612.0 792.0] /CropBox [0.0 0.0 612.0 792.0] << /Parent 2 0 R /Resources 171 0 R /MediaBox [0.0 0.0 612.0 792.0] >> /Parent 2 0 R Education Economics, 21(2), 135153. /Type /Page Rucker (1997) also examined the impact of cooperative learning on the attitude, confidence and performance of students in undergraduate discrete mathematics course. >> In M. C., Wang & J. D., Finn (Eds. <>1494 0 R]/P 970 0 R/Pg 1612 0 R/S/Link>> endobj /Rotate 0 The effects of class size on student achievement, student and teacher attitudes, /Parent 2 0 R cheri_wp67.pdf: 945 downloads, before Oct. 1, 2020. doi: 10.1080/00221546.1995.11774758. /Parent 2 0 R /Type /Page << /Type /Page Retrieved from www.insidehighered.com/news/survey/2017-survey-admissions-directors-pressure-all-around (accessed 7 September 2021). /Contents 106 0 R Sie mchten Sportbooten auf Binnengewssern fhren? Educational and Psychological Measurement, 56(5), 771778. /Contents 120 0 R endobj >> Kein Problem: Dank unseres groen Teams kann Ihre Fahrstunde dennoch stattfinden! endobj /CropBox [0.0 0.0 792.0 612.0] /MediaBox [0.0 0.0 612.0 792.0] >> /Parent 2 0 R /Rotate 0 /Contents 136 0 R 3 0 obj /MediaBox [0.0 0.0 612.0 792.0] Why should reduced class size lead to increased student achievement? 80 0 obj << Raimondo, H. J., Esposito, L., & Gershenberg, I. endobj /Type /Page /Type /Page << /Type /OutputIntent /BleedBox [0 0 612 792] Teachers in small classes are more likely to give individual attention to students, effectively control and manage the classroom and build better relationships with students. It also impacts the Students were recruited from three introductory business courses (management, marketing and business law) that were offered in both small and large sections. <><>1488 0 R]/P 965 0 R/Pg 1607 0 R/S/Link>> How Class Size /Rotate 0 Table 1 displays the means, standard deviations, and correlation matrix of all constructs. %PDF-1.4 Despite of the mixed effects of class sizes, the study reveals that in the large classes, students may perceive a lower level of teacher interactions and satisfaction. /Resources 237 0 R /MediaBox [0.0 0.0 612.0 792.0] 1587 0 obj 2019-08-14T01:29:07-07:00 << >> Rufen Sie uns an unter 12 0 obj Mateo, M. A. There have been tremendous changes in the modality of course delivery in higher education since the covid pandemic. /Contents 238 0 R /MediaBox [0.0 0.0 792.0 612.0] Journal of Marketing for Higher Education, 27(1), 118. endobj <>1551 0 R]/P 1014 0 R/Pg 1638 0 R/S/Link>> application/pdf Next, we present data on class size in comparable programs as provided by the state education departments of all fifty states. /MediaBox [0.0 0.0 612.0 792.0] In general, students are able to select their own classes and all majors were represented in all classes. <>1533 0 R]/P 1000 0 R/Pg 1629 0 R/S/Link>> The first year of doctoring: Still a survival exercise. /Type /Page 1568 0 obj endobj /MediaBox [0.0 0.0 612.0 792.0] The results indicate that student involvement (2 = 0.321, p < 0.000), student interaction with classmates (4 = 0.085, p < 0.048), student perception of teacher encouragement (5 = 0.276, p < 0.000) and teacher supportiveness (6 = 0.349, p < 0.000) impact student perceived learning outcome for business knowledge. 36 0 obj << 58 0 R 59 0 R 60 0 R 61 0 R 62 0 R 63 0 R 64 0 R 65 0 R 66 0 R 67 0 R /Resources 231 0 R /Type /Page (2003) refer to student social behaviors such as interaction with peers and teachers in the classroom as social engagement. /Rotate 0 In regards to class size reductions, Murphy, 1998 /Parent 2 0 R /MediaBox [0.0 0.0 612.0 792.0] 75 0 obj endobj In person? suggested that larger effects on student achievement occur when class sizes drop to 15 or lower (Glass & Smith, 1978). /Resources 223 0 R doi: 10.3102/00346543073003321. << Similarly, the results are not generalizable across all types of higher education institutions because it was conducted at one university. /CropBox [0.0 0.0 612.0 792.0] /MediaBox [0.0 0.0 612.0 792.0] The measurement model on convergent validity, reliability and the discriminant validity were assessed. endobj /MediaBox [0.0 0.0 612.0 792.0] >> Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), Thousand Oaks, CA: Sage Publication. 5 0 obj /CropBox [0.0 0.0 612.0 792.0] <>1479 0 R]/P 956 0 R/Pg 1605 0 R/S/Link>> /Parent 2 0 R <>1545 0 R]/P 1011 0 R/Pg 1632 0 R/S/Link>> 1566 0 obj Journal of Advertising, 23(4), 5970. /Rotate 0 2 0 obj /CropBox [0.0 0.0 612.0 792.0] endobj Impacts of School and Class Size on Student Outcomes Class size has the potential to affect how students interact with each other (Ehrenberg et al., 2001), and peer interaction may influence student learning outcomes (SLOs) as much as interaction with teachers (Alderman, 2008). Sie wollen Ihre Praxiserfahrungen steigern? %{B*O_ APH awxy!'6BFh 6eDO4U=:z[}>SVvLA&_~Lo._3?{9kg3/w 7ZI7 " _d ^ zhk{W5Zl!0If3S4q&9[[h)c-!u,axt"ygw26iU'Q&{fP0yo8/upBK9|OGHb,TPLy =o)-o6csk|]X:*~s\C(/g]I]7v{t u=VjFvfoSgUm,GXvJQG64B`pD"6i?O}{;E=+iEn[}=|kLd(2X&OZcM6~T?yAN-/>!$wgABg/H _PW&{ Qh> Bcd]p]jWs){68v:]I4 4IF[4W =XN/"QY_{IL*k>Ny?l3kC5JDmlD EE/aF0O!#q{ $E#!CX}%-, Effect of Class Size on Student Achievement in Secondary School. This study aims to expand the focus of class size research to include classroom dynamics and subjective educational outcomes (e.g. Evaluating structural equation models with unobservable variables and measurement error. >> /Type /Page Statham, A., Richardson, L., & Cook, J. 1594 0 obj According to AACSB, learning goals should reflect broad educational expectations for each degree program. <> >> /CropBox [0.0 0.0 612.0 792.0] /Rotate 0 Effect of Class Size on Student Achievement in /CropBox [0.0 0.0 612.0 792.0] /Contents 170 0 R /Type /Page >> >> OF CLASS SIZE ON STUDENTS endobj There are a variety of course delivery formats emerging since the pandemic. In addition, the results are limited to introductory business courses and do not include advanced courses that require higher-order thinking and analytical skills. /Contents 216 0 R /Rotate 0 The effects of class size and learning style on student performance in a multimedia-based marketing course. /Parent 2 0 R SIZE ON STUDENT /Creator (Apache FOP Version 2.4) 2019-08-14T01:29:07-07:00 /Resources 93 0 R Given that student satisfaction is a key component of student and institutional success (Santini et al., 2017), educators must develop strategies to enhance teacher interactions and satisfaction in large classes to maintain and enhance the quality of education and student success. We tracked << /Parent 2 0 R /Parent 2 0 R /MediaBox [0.0 0.0 612.0 792.0] << /CropBox [0.0 0.0 612.0 792.0] /Parent 2 0 R The regression analysis for H8 was statistically significant (F(7, 272) = 101.912, P < 0.000). /Contents 102 0 R 7 0 obj /CropBox [0.0 0.0 612.0 792.0] << In person? /Parent 2 0 R /MediaBox [0.0 0.0 612.0 792.0] /Resources 207 0 R Apache FOP Version 2.4 Der nchste SBF-Binnen findet an folgenden Tagen statt: Bei weiteren Informationen kontaktieren Sie uns gern per Telefon (0241 932095), per E-Mail (boot@fahrschulevonhelden.de) oder buchen Sie den Kurs unter:SBF See und Binnen Angebotspaket, Roermonder Strae 325, 52072 Aachen-Laurensberg, Roermonder Strae 20, 52072 Aachen (Ponttor). /Resources 215 0 R /Rotate 0 /Keywords () << << Introductory class size and student performance in intermediate theory courses. The results ranged from 0.929 to 0.756, higher than the minimum requirement of 0.7 (Nunnally, 1978). Student satisfaction was adapted from Eastman et al. Then, we ran bootstrapping to assess the significance of path efficient. << 61 0 obj /CropBox [0.0 0.0 612.0 792.0] For many students, especially students from marginalized identity groups, a large course can be an impersonal experience that leaves students with a low sense of belonging, negatively impacting academic performance and retention in the discipline. /Rotate 0 /Parent 2 0 R /Parent 2 0 R /Parent 2 0 R /Resources 117 0 R /Type /Page A teacher may distribute time more equitably in a small class than in a large class and may have more opportunities to pay attention to individual needs and to support individual students (Blatchford et al., 2009).
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