Date of Award/Publication

4-2009

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

First Supervisor

Diane Barrett

Abstract

This paper focuses on the discussion of whether small class sizes are more beneficial to student learning than larger class sizes. Research exists that supports both the small and the large classroom; presenting information that shows enhanced learning in the classroom can be attributed to several factors. This paper examines the current research, (along with additional methodology taken from a small sample size of three different area high schools). The data reflect the views and opinions of students, teachers and community members. Findings show that there is some correlation between class size and student outcomes; there are some definite opinions about class size from both teachers and students. The variables surrounding student achievement are too numerous to make sufficient conclusions.

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