Impact of class size on student engagement: literature review and preliminary data analysis

Advantages of a small class Knowing your students Easier to have discussion rather than lecture Number of assignments Exam type Larger classes may have lower attendance Easier to not respond in a large class

Literature review

The impact of class size on grades Small better: Small class size has a positive effect on odds of getting a good grade (Scheck et al., 1994; Westerlund, 2006; Gibbs et al., 1996; Johnson, 2010) No impact on grade due to class size (Hancock, 1996) Large better: Students performed better in a large mega-section (150 students) than a small section (30 students) – the mega-section had additional technology tools, and an additional hour of small group meeting to cover problem solving and study skills (Brusi et al., 2013) Effect of class size flattens as class size increases and almost ceases to exist when class reaches 50 for some disciplines. (Johnson, 2010)

Exam scores, standardized test scores Small better: Better final exam score for students in smaller course (Schattke and McAllister, 1962) No impact of size (Arias and Walker, 2004; Baldwin, 1993; Bowling et al., 2008) Large better: Students in large class outperformed small when attendance and GPA were taken into account (Hill, 1998) Large better: Students in larger classes scored better on a standardized economics test (TUCE III) (Lopus and Maxwell, 1995)

Long term retention, grades in future courses Small better Students in a larger macroeconomics classed had lower grades in the second course than students in the small intro course (Raimondo et al., 1990) No impact: Class size had no impact on the long term retention of material (Siegel et al., 1960; Siegfried and Kennedy, 1995), no impact on the proportion of students who changes majors (Baldwin, 1993), no impact on the grades in the next course or an intermediate level course (Baldwin, 1993), and no impact on the grade in a microeconomics sequence (Raimondo et al., 1990) Large better: A larger proportion of accounting students in the large class continued into the next two classes (Baldwin, 1993)

Experimental design

What is the relationship between class size and student engagement in classes with greater than 30 students at Juniata College?

Benefits of engagement A pathway to success in college (Hu, 2011) for both performance and persistence (Gasiewski et al., 2012) May have a more significant impact on lower achieving students, students of color (Kuh et al., 2008) and non-traditional students (Gilardi and Guglielmetti, 2011) The lowest-ability students benefit more from engagement (Carini et al., 2006). Positive (but weak) linkages between engagement, critical thinking and grades (Carini et al., 2006)

Engagement Behavioral engagement: participation in the classroom (attending class, paying attention, asking questions), extracurricular events, or social activities (Fredricks et al., 2004; Gasiewski et al., 2012). Emotional engagement: a student’s feelings (positive or negative) to faculty, classmates, school ( Fredricks et al., 2004), and their feelings of boredom, anxiety or excitement in class (Gasiewski et al., 2012). Cognitive engagement: the student’s level of commitment to learning, including willingness to work hard to master the material (Fredricks et al., 2004).

Study design Survey students in classes of 30 and up. List of courses generated by registrar, volunteers solicited. Six different departments, all 100 or 200 level classes (THANK YOU!!) Faculty provided information on teaching practices and perceptions of engagement On-line survey given to students in that class between 11/1 and 11/21

Results: classes Number of students enrolled in course Number of courses 25 courses total surveyed

Results: students Number of students enrolled in course Number of students 986 responses

Results: graduation year Number of students Graduation year Freshman Sophomore Junior Senior

Distribution within FSHN

Disclaimers Small sample size by class No indication of cause and effect Avoid over generalization

Is this course required? ≥80 <40 students Percentage of students in that size group Required for my POE Required for 2ndary Elective in POE Elective for distribution Required for my POE Required for 2ndary Elective in POE Elective for distribution Required for my POE Required for 2ndary Elective in POE Elective for distribution

Engagement Behavioral engagement: participation in the classroom (attending class, paying attention, asking questions), extracurricular events, or social activities (Fredricks et al., 2004; Gasiewski et al., 2012). Emotional engagement: a student’s feelings (positive or negative) to faculty, classmates, school ( Fredricks et al., 2004), and their feelings of boredom, anxiety or excitement in class (Gasiewski et al., 2012). Cognitive engagement: the student’s level of commitment to learning, including willingness to work hard to master the material (Fredricks et al., 2004).

Behavioral engagement I attend all the class sessions Strongly agree Strongly disagree

Is there are relationship between class size and the amount of texting? Almost every class period Often Sometimes Never Similar pattern for , social media, and paying attention in class

Behavioral engagement How often do you ANSWER questions posed by the instructor in class? Almost every class period Often Sometimes Never

Behavioral engagement How often do you ASK the instructor a question in class? Almost every class period Often Sometimes Never

Engagement Behavioral engagement: participation in the classroom (attending class, paying attention, asking questions), extracurricular events, or social activities (Fredricks et al., 2004; Gasiewski et al., 2012). Emotional engagement: a student’s feelings (positive or negative) to faculty, classmates, school ( Fredricks et al., 2004), and their feelings of boredom, anxiety or excitement in class (Gasiewski et al., 2012). Cognitive engagement: the student’s level of commitment to learning, including willingness to work hard to master the material (Fredricks et al., 2004).

Emotional engagement I feel like the instructor cares about and supports my efforts to learn Strongly agree Strongly disagree

Emotional engagement My instructor knows who I am (e.g., knows my name, recognizes me) Strongly agree Strongly disagree

Emotional engagement I like my instructor Strongly agree Strongly disagree

Emotional engagement Strongly agree Instructor cares about my learning Strongly disagree strongly disagree agree

Emotional engagement Strongly agree Instructor cares about my learning Strongly disagree strongly disagree agree

Emotional engagement Strongly agree I feel anxious or nervous about this class Strongly disagree I feel anxious or nervous about this class

In this class, how often so you… feel bored?feel angry? laugh? Never Some Often Every Never, Sometimes, Often, Almost every class Never Some Often Every Never Some Often Every Number of students Never Some Often Every feel frustrated?

Emotional engagement How often do you feel BORED in this class? Almost every class period Often Sometimes Never

Emotional engagement How often do you feel ANGRY in this class? Almost every class period Often Sometimes Never

Emotional engagement How often do you LAUGH in this class? Almost every class period Often Sometimes Never

Emotional engagement How often do you feel FRUSTRATED in this class? Almost every class period Often Sometimes Never

Emotions: relationships Almost every class period Often Sometimes Never strongly disagree agree

Emotions: relationships Almost every class period Often Sometimes Never Never Almost every class period

Engagement Behavioral engagement: participation in the classroom (attending class, paying attention, asking questions), extracurricular events, or social activities (Fredricks et al., 2004; Gasiewski et al., 2012). Emotional engagement: a student’s feelings (positive or negative) to faculty, classmates, school ( Fredricks et al., 2004), and their feelings of boredom, anxiety or excitement in class (Gasiewski et al., 2012). Cognitive engagement: the student’s level of commitment to learning, including willingness to work hard to master the material (Fredricks et al., 2004).

Cognitive engagement I see the value in learning the material covered in this course I consider myself a motivated student in this course I attempted all assigned course work I completed the required readings or preparatory assignments prior to class.

Cognitive engagement I completed the required readings or preparatory assignments prior to class. Strongly agree Strongly disagree

Does class size impact future interest in subject?

Summary: relationship to class size No relationship Amount of texting, social media and Attendance Boredom, anger, frustration Cognitive engagement Future interest in subject Relationship Answer questions (- upper limit) Ask questions (-) Instructor cares – limit on largest classes? Knows my name (-) I like my instructor (- upper limit) Anxiety (+ lower limit)

Does class size influence teaching style?

Teaching style and class size How often do you discuss questions with your peers in class? Almost every class period Often Sometimes Never

Teaching style and class size How often do you discuss questions with your peers in class? Almost every class period Often Sometimes Never How often do you interact with your peers to solve problems? How often do you discuss class related topics with your classmates DURING class?

Time in lecture vs class size % 81-90% 71-80% 61-70% 51-60% 41-50% 31-40% 21-30% 11-20% 0-10% Class time spent on lecture (%) Estimation by faculty

Is lecture boring? Almost every class period Often Sometimes Never How often do you feel bored in this class? 0-10% %

Summary: teaching style related to class size There appears to be a limit to the amount of non-lecture used in large classes compared to medium classes.

What’s next? More analysis of collected data At risk individuals Untangling relationships Impact of field What mitigates potential negative effects of large classes? Collect more data? Smaller class sizes Spring classes Additional years (replicates)

Many thanks… The James J. Lakso Center for the Scholarship of Teaching & Learning Faculty who participated in the project

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Behavioral engagement How often do you text during class time? Number of students Never Sometimes Often Almost every class period

Behavioral engagement How often have you checked during class time? Number of students Never Sometimes Often Almost every class period

Behavioral engagement Number of students Never Sometimes Often Almost every class period How often have you checked social media (Facebook, Twitter, etc.) during class?

Relationships Almost every class period Often Sometimes Never Never Sometimes Often Almost every class period

Relationships Almost every class period Often Sometimes Never Never Sometimes Often Almost every class period

Behavioral engagement I attend all the class sessions Strongly Strongly disagreeagree Number of students

Higher level learning skills Theoretically, students were better trained higher level thinking skills in the smaller class size. Conclusion is based on significant difference in grade in upper level course dependent on class size for the macroeconomic sequence but not the microeconomic sequence. (Raimondo et al., 1990)