How Smaller Is Better: Some Relationships Between Class Size, Teaching Practices, and Student Achievement

Abstract

The mathematics lessons of 63 Year 5 teachers in government elementary schools were observed over a term, and detailed teaching practices recorded. A causal model linking student, school, and teacher background information, class size, teaching practices, and mean class mathematics achievement was developed to test the relationships. The teaching practices that varied for classes of different size and that linked class size and mathematics achievement involved class grouping, the number and type of interactions between the teacher and students, teacher questioning, homework practices, and the management of classroom noise.