Teaching Methods

The Empirical Case Against Large Class Size: Adverse Effects on the Teaching, Learning, And Retention of First Year Students

Joe Cuseo, Marymount College

A summary prepared by Tony Cook. The original article is available here

In this review of the research literature on the effects of class size Joe Cuseo presents evidence for the deleterious effects of large class size. Although there is no strictly linear relationship between effectiveness and class size it has been conventional to describe large classes as over 50 and small as under 25. Joe describes the following consequences of large classes:

• They increase staff reliance on the lecture method of instruction;
• They reduce students’ level of active involvement in the learning process;
• They reduce the frequency and quality of staff interaction with and feedback to students;
• Large-class settings reduce students’ depth of thinking inside the classroom;
• They limit the breadth and depth of course objectives, assessments, and course-related learning outside the classroom;
• Students’ academic achievement (learning) and academic performance (grades) are lowered in courses with large class sizes;
• Students report less course satisfaction in large-sized classes; and
• Students give lower overall ratings (evaluations) for courses delivered in large classes.

He concludes:

“The research reviewed … indicates that large class size is a contextual variable that has generally adverse effects on student learning, mediated primarily by lowering students’ level of engagement (active involvement) with the course instructor, with classmates, and with the subject matter.”

In an operating environment which favours perceived efficiency over effectiveness, however, the persistence of large class sizes is inevitable. Joe goes on to outline the following remedial measures.

• Focus decision making on providing variety in class size at all levels;
• Introduce distance learning techniques where appropriate so that valuable staff time can be devoted to dealing with individual students on-line. This strategy has proved effective in a variety of institutions and has saved money both in terms of students retained and staff time.
• Re-allocate the money saved by more effective teaching in Year one back into year one activities.

As Joe points out

“What colleges and universities decide to do with money generated by their lower-division undergraduate program is often a true test of the institution’s priorities and values."