Why small can be beautiful: a theoretical perspective of the class size issue

Abstract

PURPOSE: There appears to be an intuitive sense that smaller classes are more likely to foster better quality teaching and learning, but evidence from research around the world has proved inconclusive and sometimes contentious. This paper explores qualitative differences in the learning processes in large and small class size classrooms in Hong Kong secondary schools. Hong Kong presently occupies a central position in class size research because of the HKSAR Government's decision to roll out a comprehensive small class teaching initiative at Primary school level in 2009 following a large scale study of class size in the same context. There remains, however, a paucity of research data on the effects of class size in the secondary context both locally and globally. METHOD: The data set for this paper consists of eight classes (from grade 8-10), four of small, reduced-class size, four of large class size, taught by four teachers, each teaching one small class and one large class at the same grade level. The study from which this paper is drawn employed a multiple case study approach that aimed at outlining, enhancing and expanding theories and concepts around the issue of class size. Each case provided an opportunity to understand and explain any differences identified. By taking a particular case and understanding it well, it was possible to determine what it was and what it did. This paper then draws on social theory of learning and the conceptual framework of community of practice to elucidate the differences between the ways students learn in large classes and small ones. RESULTS: Findings from the case studies show that the smaller classes investigated fostered heightened motivation and engagement in learning English and that the characteristics of the class as a community of practice were more evident in the small classes than the large classes. These results were derived from multiple classroom observations (over 60), as well as interviews with teachers and students in each of the case studies (over 230). CONCLUSIONS: I will conclude that it is the learning conditions that foster the development of a community of practice and that these play a critical role in bringing about high quality learning. These conditions tend to be more easily met in smaller classes although there is no necessary relationship between the two.