Thesis (Ph. D.)--University of Wisconsin--Madison, 1957. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 305-310).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. Includes bibliographical references (leaves 100-104).

The purpose of this study was to investigate the effect of class size on student achievement in attaining two of the objectives of learning, namely, remembering and understanding, as these objectives are associated with the subject matter presented. To permit a statistical analysis of the data collected, the following hypotheses were proposed: 1. Class size will not be a significant factor in student achievement in remembering, by recognition or recall, discrete items of information. 2. Class size will not be a significant factor in student achievement in understanding the concepts and generalizations presented. Student achievement for each objective was defined as the difference between the scores obtained on alternate forms of the measuring instrument administered before and after the experimental period. The objectives of learning for this study, namely remembering and understanding, were limited to the equipping of each student with: 1. a specific body of information (Remembering), 2. the understandings necessary to make full use of the information learned (Understanding). The investigation was undertaken by teaching a chemistry unit to three matched classes of grade ten Science 20 students. The classes of fourteen, twenty-eight and fifty-six students respectively were matched for means and standard deviations on the basis, of the student's Otis I.Q. scores, previous science performance scores and chronological age and sex. The learning material taught during the investigation was based upon the topics covered by the Anderson Chemistry Test. Each of the classes was taught by the investigator, using the lecture-question-discussion method. Student achievement on the Anderson Test was measured by applying the "t" ratio test to the difference between the means of the classes, for each objective of learning. The difference between means was deemed significant if "t" reached the 0.01 level of confidence. Since "t" did not approach this level for any of the objectives tested it was concluded that, within the conditions imposed by this study, class size might possibly be as large as fifty-six without significantly changing student achievement. This conclusion is valid only within the limitations of this study, namely; 1. The population available. 2. The method of assigning students to classes. 3. The objectives of learning selected. 4. The way in which the objectives were defined. 5. The teaching method. 6. The number of teachers and classes involved. This study does not conclude that class size, alone, is an insignificant factor in student achievement. Rather, that class, size might be an insignificant factor for some objectives of learning when the traditional method of teaching is used. The scope of the investigation makes any definite conclusion questionable. / Education, Faculty of / Graduate

Münster (Westfalen), Universiẗat, Diss., 2009.

The thesis addresses the relationship of class size to student performance in a rural state. It presents findings from a longitudinal study of a cohort of students who were tested with state assessments at grade 4 in 2000, again at grade 8 in 2004 and, finally at grade 10 in 2006. Graduation rates for five large-class sized schools and five small-class sized school populations were established in 2008. All scores (n=1137) were matched across time enabling students from similar socioeconomic backgrounds from schools that were considered small (average class size, n=11) to schools that were large (average, n= 20). The paper’s focus is on the extent that students from schools that maintained large and small classes differed in selected opportunities to learn and educational outcomes. The approach to the study utilized both large scale state databases for student backgrounds and outcomes and interviews with school personnel in order to identify school policy and practices that might be linked to performance differences. The primary goal of this research study was to determine if small classes resulted in improved student achievement compared to those students in larger classes. Although Vermont does not have the large class sizes of the quasi-experimental studies and policy initiatives cited in the literature, it does have a wide range of average class sizes. The targeted high school math and English classes of this study ranged from an average of 11 students in the average small class to 20 in the average large class. If class size were a critical influence on students’ academic achievement, one would expect to see significant differences between students who were educated in classes nearly twice as large as other classes. This study concludes that there was no such difference. In terms of academic achievement, with the exception of 10th grade math scores, students in larger classes performed the same or better than students in smaller classes. Students in larger classes had slightly higher graduation rates, and a larger proportion planned to attend two or four year colleges.

Thesis (Ed.D.)--Boston University. Note: Missing page 366.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1980. / Source: Masters Abstracts International, Volume: 45-06, page: 2794.

Thesis (M.S.)--University of Wisconsin--Madison, 1975. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.