This study describes the effects on student and class achievement of the interactions between class size and student ability, class ability, teacher qualifications, instructional method and heterogeneity of student ability. Study data on 1,022 high school students enrolled in 50 life science and physical science classes were obtained from the 1978-1979 nationwide field study of the Individualized Science Instructional System (ISIS). To analyze the interaction effects on student level achievement a multi-level analysis approach was used. To analyze the interaction effects on class level achievement a traditional multiple linear regression approach was used. Results of the student and class level analyses indicated that class size did interact with class ability and teacher qualifications. A weak interaction between class size and heterogeneity of student ability was also found. No interactions between class size and student ability or instructional method were revealed. The author concludes that the question of class size should be studied in a multivariate context with particular attention to interactive relationships between class size and other student and class level variables. / Source: Dissertation Abstracts International, Volume: 44-06, Section: A, page: 1764. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75096 |
| Contributors | BEDITZ, JOSEPH F., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 127 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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