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CLASS SIZE, CLASS RANKING AND STUDENTS' ACHIEVEMENT
INSTITUTE OF RESEARCH, DEVELOPMENT AND COMMERCIALISATION UNIVERSITITEKNOLOGI MARA 40450 SHAH ALAM, SELANGOR
MALAYSIA
BY:
NADZIRA YAHAYA MOHD. HALIM KADRI
NAIMAH AHMAD YAHYA
NOVEMBER 2003
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CLASS SIZE, CLASS RANKING AND STUDENTS' ACHIEVEMENT
BY:
NADZIRA YAHAYA MOHD. HALIM KADRI
NAIMAH AHMAD YAHYA
NOVEMBER 2003
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Surat Kami: 100-CJ(AKA 9/10/7)Jld. 2 ( 5 )
Tarikh: 22 Julai 2002
UNIT PENYELIDIKAN DAN PERUNDINGAN I Universiti Teknologi MARA
Cawangan Johor Kampus Segamat
Beg Berkunci 527 55009 Segamat
Johor Darul Takzim
Tel: 07-9352085 Fax 07-9352288
tankuasa:
Dr. Hj Mohd Sahar awiran erusi
Luhaya bt Hj. Atan >alan Pengarah pus HEA >. Pengerusi
Madya Arun b. imed dinator
4ohd Yusof bin apa lahari
Chairul Anuar bin L. Rahim usaha
Jawatankuasa:
Madya Dr. Omar amat yarah Kewangan
Vhmad bin Che ob yarah PPI
Che Faridah bt Mahmood yarah Pengurusan
Puan Nadzira binti Yahaya Pensyarah Universiti Teknologi MARA Cawangan Johor Kampus Segamat
Puan
CLASS SIZE , CLASS RANKING AND STUDENTS' ACHIEVEMENT
Dengan hormatnya perkara tersebut di atas dirujuk.
Sukacita dimaklumkan bahawa Mesyuarat Jawatankuasa Penyelidikan dan Perundingan Bil. 2/2002 pada 8 Julai 2002 telah mengambil keputusan:-
i. Bersetuju meluluskan cadangan penyelidikan yang dikemukakan oleh puan dan Encik Mohd Halim bin Kadri serta Puan Naimah binti Ahmad Yahya
ii. Tempoh projek penyelidikan ini ialah 12 buian, iaitu mulai 1 Ogos 2002 hingga 31 Julai 2003.
iii. Kos yang diluluskan ialah sebanyak RM 3, 274.00 sahaja.
iv. Penggunaan geran yang diluluskan hanya akan diproses setelah perjanjian ditandatangani.
v. Kertaskerja boleh dibentangkan dalam seminar setelah 75% deraf awal laporan akhir projek dihantar ke UPP untuk semakan. Walau bagaimanapun puan perlu membuat permohonan kepada unit Penyelidikan dan Perundingan.
vi. Pihak puan dikehendaki mengemukakan Laporan Kemajuafi Projek Penyelidilcan bagi tempoh sehingga 1 Disember 2002 dan 1 April 2003. Laporan akhir perlu dihantar sebaik sahaja projek penyelidikan disiapkan. Format menulis laporan akhir boleh diperolehi di Unit Penyelidikan dan Perundingan.
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Bersama-sama ini disertakan perjanjian untuk ditandatangani. Sila penunkan perjanjian berkenaan dengan menggunakan pen dakwat hitam dan kembalikan ke unit Penyeiidikan dan perundingan.
sekian, terima kasih.
"SELAMAT MENJALANKAN PENYELIDIKAN
Yang benar
cOF. Pengarah K Universiti Tikno/ogi MARA Cawangan Joho Kampus segam
II MOHD SAHAR BIN SAWIRAN
S.k 1) Koordinator unit Penyeiidikan dan Perundingan universiti Teknoiogi MARA cawangan Johor Kampus Segamat
2) Penolong Bendahari universiti Teknoiogi MARA Cawangan Johor Kampus segamat
s4CW^daf/iiruliitd«fLitl
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Fakulti Perakaunan Universiti Teknologi MARA Cawangan Johor
Kampus Segamat
85000 Segamat, Johor.
Tarikh 3 November 2003
No. Fail Projek
Penolong Naib Canse\or (Penyelidikan)
Biro Penyelidikan dan Perundingan (BRC)
UITAA, Shah A lam
YBhg. Prof
LAPORAN AKHIR PENYELIDIKAN "CLASS SIZE, CLASS RANKIN© AND STUDENTS' ACHIEVEMENT"
Merujuk kepada perkara di atas, bersama-sama ini disertakan 3 (tiga) naskah
Laporan Akhir Penyelidikan bertajuk "Class size, class ranking and students'
achievement" oleh kumpulan Penyelidik UiTM Cawangan Johor, Kampus Segamat.
Sekian, terima kasih.
Vang benar,
NADZIKA-VAHAYA Ketua
Projek Penyelidikan
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KUMPULAN PENYELIDIK
NADZIRA YAHAYA
KETUA PROJEK
MOHD. HALIM KADRI Ahli
Tandatangan
N A I M A H AHMAD YAHYA Ahli
Tandatangan
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Acknowledgement
In the Name of Allah Most Gracious Most Merciful
We wish to acknowledge the contribution of many people who have in one way or another
made this research a reality. Our greatest appreciation goes to Prof. Madya Dr. Mohd
Hashim Mohd. Kamil, Director of UiTM Cawangan Johor for his encouragement and giving us
the opportunity to conduct this research. We would like also to thank Prof. Dr. Rahim bin
Md. Sail and Prof. Dr. Shawaluddin bin Anis for their constructive criticisms, comments and
suggestions.
We are indebted to the University Teknologi MARA, particularly the Institute of Research,
Development and Commercialisation (IRDC) for giving us the opportunity and support to
conduct this research. Special mention and thanks to Cik Normah and Puan Jasbir for their
patience, time and effort in editing this manuscript. Last but not least, we are grateful to
our colleagues, students, friends and family for their support, understanding and
cooperation in helping us complete this research.
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Abstract
This study investigates the effect of class size and class ranking on the
achievement of accounting students. T test and regression analyses were used to
analyze the data. The results of the t-test on class size indicated that students in
small classes performed better than students in large classes in the on-going
assessment whereas students in large classes performed better than students in
small classes in the final exam. The T test on class ranking indicated that 'ranking
1' class students had consistently outperformed their counterparts in 'ranking 2'
classes in the on-going assessment, final exam and overall achievement.
Regression analysis indicated that class size, class ranking and on-going
assessment contributed significantly to the prediction of students' overall
achievement.
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LIST OF TABLES
Table Title Page
1 Respondents by size of class 20
2 Respondents by ranking of class 20
3 Cross-tabulation between class size and class ranking 21
4 T test of students achievements by class size 22
4a T test of students' achievements by class size (reading 24
courses)
4b T test of students' achievements by class size 25
(calculation courses)
5 T test of students' achievements by class ranking 26
6 The summary of multiple regression result for the 29
whole sample
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Table of Contents
Title /
Letter of Approval Hi
Letter of Submission
Acknowledgement vii
Abstract viii
List of Tables ix
Table of Contents x
CHAPTER 1 : 1.0 INTRODUCTION 1
2.0 PROBLEM STATEMENT 3
3.0 OBJECTIVES OF THE STUDY 4
CHAPTER 2 : 4.0 LITERATURE REVIEW 5
4.1 Class Size and Class Ranking 5
4.2 The effect of class size and class
ranking on students' achievement 6
CHAPTER 3 : 5.0 RESEARCH METHODOLOGY 16
5.1 Population 16
5.2 Data collection 16
5.3 Variables 17
5.4 Data analysis 17
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CHAPTER 4 : 6.0 FINDINGS 20
6.1 Sample characteristics 20
6.2 Hypothesis testing 21
6.3 Multiple regression 28
CHAPTER 5 : 7.0 CONCLUSIONS AND
RECOMMENDATIONS 30
Bibliography 33
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. Class Size. Class Ranking And Students' Achievement
CHAPTER ONE
1.0 INTRODUCTION
Class size is still an educational issue today. While many research studies indicate
that class size is unimportant, others seem to feel that it is. Studies on the effects
of class size have been conducted since the 1900s and have produced mixed
findings with some methods of instruction favouring small classes and other
methods being as or more effective in large classes.
Class size is not the same thing as the pupil-teacher ratio or student-lecturer ratio.
Those ratios are global measures of the human resources brought to bear, directly
and indirectly, on the student's learning. Class size refers to the actual number of
pupils or students taught by a teacher or a lecturer at a particular time in a
particular class.
Determining class size seems simple enough, but it is actually more difficult and
more important than it appears. Class size involves organizing students for the
delivery of instruction, whereas pupil-teacher ratio is an administrative statistic
that helps account for the distribution of resources. The approximate difference
between pupil-teacher ratio and class size in U.S. school is 10. That is, if the
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school's pupil-teacher ratio is 17 to 1, then most teachers in the building will
have, on average of 27 students per class. (Achilles et. al. 1998)
There is no fixed number in a class size. Normally, the size of the class depends
on the discipline- a smaller number for engineering, science and medicine and a
larger number for the arts, humanities and social sciences. There is no agreed
definition of a large class in the literature, nor should there be. One person's large
class is what some others consider as 'regular', 'small' or 'normal'. Some
lecturers or teachers simply define 'large' as 'too many students whose names are
forgotten by the end of the term or semester'.
The number of students in the class can vary and has the potential to affect how
much is learned in a number of different ways. Class size could most probably
affect how students interact with each other. Besides that it could affect how
much time the lecturer is able to spend to focus on individual students and their
specific needs rather than on the group as a whole. It may also affect the
lecturer's allocation of time and teaching effectiveness.
Thus, changes to the class size are considered a potential means of changing how
much students can learn. However the amount of student learning is dependent on
many other factors such as school environment, students' background, attitude,
motivation, individual instruction and broader community influences.
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2.0 PROBLEM STATEMENT
Based on the previous studies, there are three contrasting school of thought on the
effect of class size on the students performance;
1. Glass et.al (1979), Nachman et.al (1958), Christine et.al (1994) and Mohd.
Halim
(2001) found that large class size has a negative effect on students
performance.
2. William et.al (1985) found that class size has inconsequential effect on
students performance.
3. Callahan (1998) found that students taught in large class performed better
than students taught in small class.
The effect of class size on students performance requires further examination,
because the prior research has found mixed results. Further, this issue is important
to the faculty and administrator because increasing class size is one of the most
obvious responses to tightened budgets. Another reason for further research is that
many educators believe that large class will decrease students performance and
small classes will have better performance.
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The purpose of this study is to further investigate the effect of class size and class
anking on the achievement of accounting students in UiTM Johor. This study
could contribute more to our understanding of the relationship between class
sizes, class ranking and students' achievement in several ways although there are
many other variables which are not taken into account in this study.
3.0 OBJECTIVES OF THE STUDY
The objectives of the study are as follows:
1. To identify whether size of the class affects students' achievement.
2. To identify whether class ranking affects students' achievement.
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CHAPTER TWO
4.0 LITERATURE REVIEW
4.1 Class Size and Class Ranking
Otto (1954) in his research selected samples of 50 small and 50 large
elementary school classes, where the median enrollment was 23 for small
classes and 37 for large classes. On the other hand, Nelson (1959) in his
studies used small classes ranging from 16 to 20 and large classes from 85
to 141. Whereas Frymier (1964-65) in his study on the effect of class size
on first grade reading achievement, chose class-rooms with over 36 pupils
and class-rooms under 30 pupils in 12 schools.
Balow (1969) in his study used 15 students for his experimental group
while the control group consisted of 30 students. Raimondo et al. (1990)
further investigated the influence of small (25 to 35 students) versus large
(200 to 350 students) class size on the students achievement for economic
courses.
Christine et al. (1994) defines a small class as a class, which consists of a
maximum of 38 students whereas a large class as a class which consists of
150 or more students. On the other hand, Krueger (1999) defines small
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class size as a class, which consists of 13 to 17 students, while normal
class size is a class, which consists of 22 to 25 students.
In the case of UiTM Segamat Campus, a small class is defined as a class
consisting of not more than 29 students and a large class is a class
consisting of 30 or more students (Mohd. Halim, 2001). Class ranking is a
class that consists of students grouped according to their previous
semester's achievement based on Cumulative Grade Point Average
(CGPA).
4.2 The effect of class size and class ranking on students' achievement
The relationship between class size and student achievement has been, and
still is, a controversial educational issue. The effect of class size on student
achievement has been researched in a variety of disciplines. Class size has
also been studied extensively in elementary and secondary education and
has produced mixed findings.
The results of investigations conducted by Rice (1903) indicated that, in
general, unless elementary school classes exceed fifty there is no clear
evidence of less efficiency, and, he concluded that there were no
differences in achievement attributable to class size. In addition, a study
conducted by Spitzer (1954) in Iowa, concluded that there were no
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differences indicated on skills such as arithmetic, reading, language and
study skills between large classes and small classes (Hollingworth, 1992).
In 1954, a thorough study of class size factors was made by Otto and he
reported that the environment was better in small classes, but as far as
achievement was concerned there were no differences between small or
large classes. The study to examine the effect of class size on first grade
reading achievement by Frymier (1964-65), found that the achievement of
pupils in smaller classes was greater than the achievement of those in large
classes. McKeachie (1986) also noted that the larger the group the smaller
the proportion that can participate orally, and the less likely that an
individual will feel free to contribute. Because active thinking is so
important to learning and retention of learning, achievement may be less
in larger classes (Kennedy & Siegfried, 1997). Large class size is also
presumed to lower a student's sense of personal responsibility and activity
(McKeachie, 1990). Students may feel lost in a crowd or may lose interest
in the class because of the number of classmates within a particular course
(Scherk et.al, 1994).
The results of the Tennesse's Student/Teacher Ratio (STAR) project as
reported by Gursky and Daniel (1993) revealed that students in the smaller
classes did much better in reading and mathematics than students in
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regular classes. On the other hand, Woodson (1968) reported a study
involving fourth and sixth grade students taught in self-contained
classrooms in 95 school districts where test results from math and reading
subtests were used as the criterion. No significant differences were found
in all areas questioned by this study (Woodson, 1968).
In 1962, The Riverside Unified School District in California initiated a
study on two different groups of students, which encompassed seven
elementary schools with children in first through-third grades (Balow,
1969). Class size was reduced to 15 for the experimental group while the
control group remained at 30 students. The study concluded that students
in the experimental group for two or more years scored significantly
higher than pupils in the control group when first and second grade test
scores were analyzed. However, no significant differences were found
when third and fourth grade tests were analyzed (Hollingworth, 1992).
Weber (1971) in his study reported on four schools that were successful in
teaching inner-city school children to read. The class size of the four
schools was 22 to 29. He indicated that the class size was not the
determining factor but the extra teachers, specialists and teacher's aides
that reduced the student/teacher ratio was the important factor. However,
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. Class Size. Class Ranking And Students' Achievement
Glass and Smith (1979) found that little gain in achievement could be
expected by reducing class size from 40 students to even as few as 25.
In the study conducted by Vanble and Gilman (1988) on first grade
classrooms in Indiana, ten sets of data collected from over 2,000 first
grade classrooms was examined. The results indicated that only three of
the ten studies reported a positive relationship between decreased class
size and increased achievement scores. The researchers concluded that
class size reduction is necessary, but not sufficient to increase
achievement scores.
In a meta-analysis of the relation between class size and achievement
conducted by McGiverin, Gilman and Tillitski (1989), it was concluded
that second grade pupils in smaller classes (19.1 mean class size) had
significantly higher achievement test scores than did students in larger
classes (26.4 mean class size). This analysis involved second grade
students in reading and math with an effect size of .34 standard deviations
for the smaller classes. This indicated that second grade children leam
more effectively in smaller classes (Hollingworth, 1992).
On the other hand, Raimondo et.al (1990) concluded that students in a
large intoductory class performed as well as did students in a small
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introductory class. Furthermore, students who had studied in a large
introductory class performed as well in a subsequent intermediate class
that did not require higher level cognitive skills as did students who had
initially studied in a small introductory class. However, students from the
large introductory class did not perform well on a subsequent theoretical
intermediate course, which required higher-level cognitive skills. This
finding is consistent with that of Lewis and Dahl (1972), who found that
class size did not have a negative effect on student assessment
performance involving multiple choice questions but did have a negative
effect on performance in essay questions. (Gibbs and Lucas, 1996)
Large classes are also found to be as effective as small classes when the
goals involve learning and comprehending factual information. This could
be evidenced by research carried out by Callahan (1998) on class size and
students performance in introductory accounting courses. He found that
students in large classes outperformed students in smaller classes when
other explanatory variables are considered (attendance, Grade Point
Average).
On the other hand, large class size is found to have negative effect (Glass
and Smith, 1979) and inconsequential effect (William Cook, Quinn and
Jensen, 1985) on students' performance. Large class size had a significant
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negative effect on specific performance measures such as quizzes or final
exams and no effect on overall performance (Nachman and Opochinsky,
1958) and Christine et.al (1994). Charles Achilles argued that reducing
class size fosters better teaching (Achilles, 1999). His claims reflected the
conclusions of several earlier reviews. (Glass, & Smith, 1980; Glass,
Cahen, Smith, & Filby; Cooper, 1989)
Bowman (1979) and McKeachie (1980) debated the use of class size and
the effect on students' performance. Research investigating the
relationship between class size, which is defined as the ratio of students to
instructors (Glass and Smith, 1980) and students' performance produced
inconsistent results. The effect of class size on achievement is most likely
to occur if class size is linked to instruction (Barr, & Dreeben, 1983).
Normally, class size reductions may result in a different approach of
teaching as compared to larger classes, such as more frequent assessments,
more writings, more discussions and more help for individual students that
would raise the students' achievement. In this context, the direct cause of
this achievement increase would be instructional improvements and class
size would be the indirect cause. In fact, even teachers do not change
instructional practices; certain practices may work better in smaller
classes. For example, students may pay attention when there are fewer
students in the room.
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K g Class Size, Class Ranking And Students' Achievement
A study conducted by Williams et.al (1984) at Brigham Young University
of 27 courses on increasing class size from 20 to 40 students up to several
hundreds of students, indicated that class size has a much less important
influence on students' test performance. However, many lecturers of large
classes feel they spend too much time organising and managing class
activities and not enough time meeting the needs of the individual
learners. Large classes and overcrowded classrooms have negative effects
on students' behavior and learning.
A study by Gibbs and Lucas (1996) on student performance and class size
over a period of 10 years (1984-94) involving over 5,000 modules and
250,000 students' grades found a small but highly significant negative
relationship between module enrolment and grades. Students in larger
classes stood significantly lower chances of getting good grades. Smaller
classes seem to be related to higher achievement in the primary grades and
upper elementary grades as well as have positive effects on students'
behavior. (Hollingworth, 1992) The most beneficial effect of smaller
classes seems to be for pupils' achievement in reading and math. It was
found that it is more effective when instructional goals involve higher-
level cognitive skills including application, analysis, and synthesis.
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Besides, there are many other reasons why smaller classes might
contribute to higher achievement, which include greater opportunities
between students and lecturers for interaction regarding subject matter. In
addition it is most needed for students with low motivation and those with
little knowledge of the subject matter, or have difficulty in grasping
conceptual material.
So while the debate about size of class has often been in terms of reduced
size of class resulting in students' academic gains, it is also important
educationally to consider the effect of class ranking towards students'
performance. Betts and Shkolnik (2000) in their study on class ability ,
concluded that there were little or no differential effects of grouping for
high-achieving, average, or low-achieving students towards math
achievement growth. Slavin (1990) also found that ability grouping has
little or no overall effect on achievement.
On the other hand, Kerckhoff (1986) in his study pointed out that students
in the high ability class do better than the average students at an
ungrouped school, and students in a low ability class at a grouped school
do worse than the average student at an ungrouped school. In addition,
Ashbaugh et. al (1993) found that those students' high school class rank
and class size was to be statistically significant contributors to the
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