For many it is blindingly obvious- smaller classes result in greater achievement. How could it not? Smaller classes must mean better behaviour and more one-to one support and feedback from the teacher. Smaller classes must be less draining for the teacher, and therefore result in lessons with more pace and energy... Unfortunately that’s not what the evidence says. Hattie synthesizes the results from 96 studies involving more than half a million students, and in the end he provides an effect size of 0.21.
Why such a small effect? Hattie (2009) considers in some depth the reasons why such a seemingly obvious intervention should lead to such a marginal effect. His conclusion is that teaching approaches don’t seem to change in response to reductions in class size, it’s simply ‘business as usual’ at the chalkface. Reductions in class size need to be met with a change in practice to embrace additional: Engagement Active involvement in learning activities Feedback
Class size- does less really give more?     
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