Additional Evidence on the Relationship between Class Size and Student Performance

By J. Arias, Douglas M. Walker. 2004

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Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “For example, students in smaller classrooms tend to perform better on standardized tests and exhibit more achievement growth over time (Arias & Walker, 2004; Nye & Hedges, 2001a, 2001b; Nyhan & Alkadry, 1999).”
Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom (2015, background): “The positive educational effects of small class sizes and classroom activities and discussions have been well documented (Arias and Walker 2004; Biddle and Berliner 2002; Finn et al. 2003; Pollock et al. 2011).”
Exogenous and Endogenous Factors Influencing Students' Performance in Undergraduate Accounting Modules (2009, background): “Arias and Walker (2004) and Murdoch and Guy (2002) highlight the importance of small class teaching and the need for interaction between students and tutors. However, our results showed that students’ dissatisfaction with tutorial classes did not significantly affect their performance. It may be tha”
EFFECTIVE TEACHING METHODS FOR LARGE CLASSES (2006, background): “However, if additional performance criteria are used (e.g., long-term retention, problem-solving skills), it appears that small classes hold an advantage (Gibbs et al., 1996; Arias & Walker, 2004).”