Class size, student behaviors and educational outcomes: Theoretical background and conceptual model

THEORETICAL BACKGROUND
Although business schools typically consider class size a factor in determining teaching loads, there is no accepted definition of a large class. Mateo and Fernandez (1996) propose a numerical taxonomy. For example, a large class contains between 60 and 149 students. Maringe and Sing (2014) define large class size qualitatively as “any class where the number of students poses both perceived and real challenges in the delivery of quality and equal learning opportunities to all students in the classroom” (p. 763). In practice, class size norms vary greatly across institutions and disciplines, with some business schools considering sections of 25–35 students to be small and between 200 and 350 to be large (Raimondo et al., 1990).

CONCEPTUAL MODEL
Finn et al. (2003) suggest student academic achievement is influenced by a combination of academic and social engagement in the learning process. Academic engagement refers to student learning behaviors related directly to the learning process, such as class participation. Social engagement is student social interactions with classmates and the instructor. Using group theory, Finn et al. (2003) argue that students in small classes are more visible and more likely to engage in learning and social behaviors during class.

Conversely, large classes permit students to reduce their visibility. Also, smaller classes encourage participation or interaction as students may receive more support from classmates. Because social and academic interactions are the focal point of the higher education, these classroom dynamics are critical to positive learning outcomes (Demaris and Kritsonis, 2008).

Blatchford et al. (2009) suggest that a negative relationship exists between class size and classroom processes. Class size differences may impact classroom processes, which in turn influence student attentiveness and active involvement with teachers and peers. Teachers in small classes are more likely to give individual attention to students, effectively control and manage the classroom and build better relationships with students. Similarly, students in small classes may be more engaged in classroom and more likely to interact with teachers and peers (Blatchford et al., 2009).

Consistent with Finn et al. (2003) and Blatchford et al. (2009), this study proposes a research model in Figure 1 suggesting how class size affects student learning and social behaviors, as well as learning outcomes. It includes perceived learning outcomes and satisfaction as additional educational outcomes.