{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1408"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1408","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Class Size and Academic Achievement","abstract":"The purpose of this two-phase, sequential mixed methods (QUAN-qual) approach was to analyze the relationship between class size and academic achievement in rural, economically disadvantaged third grade classrooms and how teachers perceive class size as affecting their instructional and classroom management methods. Data collection and analysis for the study involved 3,812 third grade students in 204 classrooms collected from nine rural, economically disadvantaged school districts in the southeastern region of Georgia. Additionally, a researcher-developed questionnaire was used to collect data from third grade teachers teaching in the same nine rural, economically disadvantaged school districts. Initial correlation analyses indicated a positive relationship between class size and academic achievement. Regression results indicated that the percentage of gifted students, the percentage of economically disadvantaged students, and the class size were significant predictors of reading achievement levels. For mathematics achievement levels, regression results showed that the percentage of gifted students, the percentage of Black students, and the class size were significant predictors. Further analyses involved filtering the data to only include class sizes of at least 15 students per teacher. For both reading and mathematics achievement, class size was not associated with achievement. Regression results indicated that the percentage of gifted students and the percentage of economically disadvantaged students were significant predictors of reading achievement. For mathematics achievement, regression results showed that the percentage of gifted students and the percentage of Black students were significant predictors of achievement. Questionnaire data revealed teachers felt smaller classes would affect their instructional practices by facilitating the increased use of small group instructional arrangements, hands-on activities, one-on-one instruction, and differentiation of instruction. Respondents either stated that class size did not affect their classroom management plans, or smaller classes would allow their classroom management plans to be less strict, have more student freedom, and have more positive reinforcement. All 51 respondents believed that smaller class sizes had a positive impact on student achievement due to the teachers being able to provide more individualized instruction and having less classroom management issues. Class sizes of 20 or less students per teacher were identified as being ideal due to such class sizes being easier to provide individualized instruction, easier to use group activities, and easier to manage behavior.","abstract_html":"The purpose of this two-phase, sequential mixed methods (QUAN-qual) approach was to analyze the relationship between class size and academic achievement in rural, economically disadvantaged third grade classrooms and how teachers perceive class size as affecting their instructional and classroom management methods. Data collection and analysis for the study involved 3,812 third grade students in 204 classrooms collected from nine rural, economically disadvantaged school districts in the southeastern region of Georgia. Additionally, a researcher-developed questionnaire was used to collect data from third grade teachers teaching in the same nine rural, economically disadvantaged school districts. Initial correlation analyses indicated a positive relationship between class size and academic achievement. Regression results indicated that the percentage of gifted students, the percentage of economically disadvantaged students, and the class size were significant predictors of reading achievement levels. For mathematics achievement levels, regression results showed that the percentage of gifted students, the percentage of Black students, and the class size were significant predictors. Further analyses involved filtering the data to only include class sizes of at least 15 students per teacher. For both reading and mathematics achievement, class size was not associated with achievement. Regression results indicated that the percentage of gifted students and the percentage of economically disadvantaged students were significant predictors of reading achievement. For mathematics achievement, regression results showed that the percentage of gifted students and the percentage of Black students were significant predictors of achievement. Questionnaire data revealed teachers felt smaller classes would affect their instructional practices by facilitating the increased use of small group instructional arrangements, hands-on activities, one-on-one instruction, and differentiation of instruction. Respondents either stated that class size did not affect their classroom management plans, or smaller classes would allow their classroom management plans to be less strict, have more student freedom, and have more positive reinforcement. All 51 respondents believed that smaller class sizes had a positive impact on student achievement due to the teachers being able to provide more individualized instruction and having less classroom management issues. Class sizes of 20 or less students per teacher were identified as being ideal due to such class sizes being easier to provide individualized instruction, easier to use group activities, and easier to manage behavior.","abstract_has_math":false,"creators":["Vandenberg, Kristy Chandler"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Bryan Griffin","Missy Bennett"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-01T07:00:00Z","date_published":"2012-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:52Z","subjects":["ETD","Class size","Classroom management","Classroom instruction","Academic","Achievement","CRCT","Third grade","Rural schools","Economically disadvantaged schools","Teacher perceptions","Multiple regression","Education","Elementary"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/408","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bryan Griffin","Missy Bennett"]},{"key":"dc:creator","label":"Author","values":["Vandenberg, Kristy Chandler"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Class size","Classroom management","Classroom instruction","Academic","Achievement","CRCT","Third grade","Rural schools","Economically disadvantaged schools","Teacher perceptions","Multiple regression","Education","Elementary"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/408"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this two-phase, sequential mixed methods (QUAN-qual) approach was to analyze the relationship between class size and academic achievement in rural, economically disadvantaged third grade classrooms and how teachers perceive class size as affecting their instructional and classroom management methods. Data collection and analysis for the study involved 3,812 third grade students in 204 classrooms collected from nine rural, economically disadvantaged school districts in the southeastern region of Georgia. Additionally, a researcher-developed questionnaire was used to collect data from third grade teachers teaching in the same nine rural, economically disadvantaged school districts. Initial correlation analyses indicated a positive relationship between class size and academic achievement. Regression results indicated that the percentage of gifted students, the percentage of economically disadvantaged students, and the class size were significant predictors of reading achievement levels. For mathematics achievement levels, regression results showed that the percentage of gifted students, the percentage of Black students, and the class size were significant predictors. Further analyses involved filtering the data to only include class sizes of at least 15 students per teacher. For both reading and mathematics achievement, class size was not associated with achievement. Regression results indicated that the percentage of gifted students and the percentage of economically disadvantaged students were significant predictors of reading achievement. For mathematics achievement, regression results showed that the percentage of gifted students and the percentage of Black students were significant predictors of achievement. Questionnaire data revealed teachers felt smaller classes would affect their instructional practices by facilitating the increased use of small group instructional arrangements, hands-on activities, one-on-one instruction, and differentiation of instruction. Respondents either stated that class size did not affect their classroom management plans, or smaller classes would allow their classroom management plans to be less strict, have more student freedom, and have more positive reinforcement. All 51 respondents believed that smaller class sizes had a positive impact on student achievement due to the teachers being able to provide more individualized instruction and having less classroom management issues. Class sizes of 20 or less students per teacher were identified as being ideal due to such class sizes being easier to provide individualized instruction, easier to use group activities, and easier to manage behavior."]},{"key":"dc:title","label":"Title","values":["Class Size and Academic Achievement"]}]}],"canonical_facts":{"dc:contributor":["Bryan Griffin","Missy Bennett"],"dc:creator":["Vandenberg, Kristy Chandler"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The purpose of this two-phase, sequential mixed methods (QUAN-qual) approach was to analyze the relationship between class size and academic achievement in rural, economically disadvantaged third grade classrooms and how teachers perceive class size as affecting their instructional and classroom management methods. Data collection and analysis for the study involved 3,812 third grade students in 204 classrooms collected from nine rural, economically disadvantaged school districts in the southeastern region of Georgia. Additionally, a researcher-developed questionnaire was used to collect data from third grade teachers teaching in the same nine rural, economically disadvantaged school districts. Initial correlation analyses indicated a positive relationship between class size and academic achievement. Regression results indicated that the percentage of gifted students, the percentage of economically disadvantaged students, and the class size were significant predictors of reading achievement levels. For mathematics achievement levels, regression results showed that the percentage of gifted students, the percentage of Black students, and the class size were significant predictors. Further analyses involved filtering the data to only include class sizes of at least 15 students per teacher. For both reading and mathematics achievement, class size was not associated with achievement. Regression results indicated that the percentage of gifted students and the percentage of economically disadvantaged students were significant predictors of reading achievement. For mathematics achievement, regression results showed that the percentage of gifted students and the percentage of Black students were significant predictors of achievement. Questionnaire data revealed teachers felt smaller classes would affect their instructional practices by facilitating the increased use of small group instructional arrangements, hands-on activities, one-on-one instruction, and differentiation of instruction. Respondents either stated that class size did not affect their classroom management plans, or smaller classes would allow their classroom management plans to be less strict, have more student freedom, and have more positive reinforcement. All 51 respondents believed that smaller class sizes had a positive impact on student achievement due to the teachers being able to provide more individualized instruction and having less classroom management issues. Class sizes of 20 or less students per teacher were identified as being ideal due to such class sizes being easier to provide individualized instruction, easier to use group activities, and easier to manage behavior."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/408"],"dc:subject":["ETD","Class size","Classroom management","Classroom instruction","Academic","Achievement","CRCT","Third grade","Rural schools","Economically disadvantaged schools","Teacher perceptions","Multiple regression","Education","Elementary"],"dc:title":["Class Size and Academic Achievement"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:52Z"}