CLASS SIZE IN CORRELATION WITH STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE

1785
AMERICAN RESEARCH THOUGHTS
ISSN: 2392 – 876X
Available online at: www.researchthoughts.us
http://dx.doi.org/10.6084/m9.figshare.1425134
Volume 1 │ Issue 7 │ May 2015
Impact Factor: 2.0178 (UIF)
CLASS SIZE IN CORRELATION WITH
STUDENTS’ PERFORMANCE IN ENGLISH
LANGUAGE
Hysen Kasumi, Ph.Dc.
English Faculty, AAB University, Prishtinë, Kosovë
Abstract: Numerous indicators of crucial role exist for improvements of the students' performance
during the learning process in classrooms, to include the level of teaching and learning, teachers’
performance, students’ motivation and teaching methods. However, the class size has its impact over
the successful performance of students, which is the main topic of this scientific research. Regarding
the impact of class size, or more precisely, the number of students in the classroom, in student
performance, has developed an empirical research which results are reflected in this paper. The survey
was conducted in several schools of higher education in some Kosovo municipalities. by the outcomes
introduced it is intended to prove a dilemma that has existed for a long time for classes with smaller
number of students which tend to be more successful compared to the classes with higher number of
students. Furthermore, the review of the literature, is an important part of the paper, where intertwine
various theories regarding this issue, bringing different experiences of OECD countries regarding the
impact of class size on student performance. Finally, the performance of the students was tested in
different class sizes at the end of the school year to see if there is a difference in their outcome.
Key Words: class size, teaching, student performance, schools in Kosovo.
INTRODUCTION
The class size is not controversial only in the Republic of Kosovo, but almost in most
European countries and beyond. Classes with a smaller number of students often
perceived in a way that allows teachers to focus more on the individual needs of
students and to reduce the amount of time in the classroom, teachers spend on other
things; as in discipline, or disruptions between students. There are a lot of authors who
did research if the class size has an impact on students’ outcomes. However, there are

Hysen Kasumi- CLASS SIZE IN CORRELATION WITH STUDENTS’ PERFORMANCE IN ENGLISH
LANGUAGE
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AMERICAN RESEARCH THOUGHTS- Volume 1 │ Issue 7 │2015
still debates which go on and which will continue. What we did in our research work
was the literature review about the class size as well as an empirical research to see if
there is really a big gap in students’ performance based on the class size or with other
words if the big number of students in class has an impact on the decline of students’
performance.
LITERATURE REVIEW
Class size is controversial not only in Kosovo, but almost even in most European
countries and beyond. According to (OECD, "Class Size and Ratio of Students to
Teaching Staff" Education at a Glance , 2006), the classes with smaller number of
students is often perceived to allow teachers to focus more on the individual needs of
students and to reduce the amount class time, teachers spend on other things such as
discipline or disruption among students. Also, class size has to do with quality of class
as well as students' own performance.
A number of factors influence the interaction between teachers and students in
the classroom such as: educational course, the division of the teacher's time between the
teaching and other tasks and grouping of students within the classroom and teaching
practice in groups or teams.
Referring to my teaching experience where the number of students exceeds 40
students in class, work in groups is almost impossible, compared with private schools
of foreign languages where the number of students does not exceed the number 15
where the possibility of interactivity between teacher and students as well as between
students themselves is many times higher. At the same time, the teacher can spend
much more time with each student individually, as in consultations and as well
working with them, which would be almost impossible in the public schools where
classes are overcrowded with students, and the teacher will spend more time on
discipline, motivating students in learning and their concentration on a task. At the
same time, the assessment of students can be different.
Small class (with fewer students), the teacher has an idea, anticipation and
complete records for each student and also for their achievements or full performance.
On the other hand, large classes (with more than 40 pupils), the motivation of learning
and also the assessment of learning cannot be at the right level, because in most of the
time the assessment is made only through tests or essays as teacher does not have an

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idea in advance, or assessment for his students during the academic year due to the
large number of students in class.
The same aspect can be found in (OECD, "Class Size and Ratio of Students to
Teaching Staff" Education at a Glance, 2006) stating that there is a sufficient change in
class size to assess the real impact of this variable in student performance. Also, the low
performance policies to groups of students in smaller classes in order to pay more
attention to them can be compensated for the increased performance profit from classes
with smaller number of students.
On the other hand, the classroom organization should allow teachers and
students to organize and develop group work and practical activities. Different teaching
tools should be available to students in the classroom and in other parts of the school
building (corridors, library, reading room, etc.). Schools should provide students easy
access to the rooms and in different learning environments; they must be organized in
such a way that communication between directors, teachers and students to be
facilitated. Students should be provided with a suitable place for meetings, discussions,
learning and other social activities.
According to OECD statistics (OECD, http://www.oecd.org, 2011), at a primary
level or school, the average class size has about 21 students per class. This number is
about 34 students in Korea and drops in Denmark, Greece, Iceland, Luxembourg,
Portugal, the Slovak Republic and Switzerland, where the number of students per class
is about 20. Whereas, in lower secondary schools in OECD countries the number of
students in an average class size is around 24 students per class.
The number of students in the classroom according to OECD is accounted in this
way: in a school with 48 full-time students and also with eight full-time teachers, the
ratio of students to teaching staff is equal to six. In this case, if the hours of work for the
teachers are estimated to be 35 hours, including 10 hours of teaching and if instruction
time for each student is 40 hours per week, then whatever the grouping of students will
be, the average size of the number of students in school must be calculated as follows.
Estimated class size 6 students per teacher (40 hours of instruction per student) 10 hours
of teaching per teacher = 24 students per class. (OECD, "Class Size and Ratio of Students
to Teaching Staff" Education at a Glance, 2006, pp. 360- 372) Kennedy and Siegfried
(1997) cited by (Chapman, L., & Ludlow, L., 2010) found out that the classes with the
bigger number of students had no impact on the decline of their students’ performance
in their economy classes. While other scientists have found that classes with large

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numbers of students actually associated with a decline in achievement and student
performance. Also according to Millet, Payne, Dwoer, Sticker & Alexian, (2008, p, 18)
found out that it is discouraging to think that external factors such as class size may
have an impact with a more negative significance in learning.
Also, (Jepsen, C., & Rivkin, S., 2009) stated that in 1996 California had a very
expensive reform in education in US history. They did the reduction of the number of
students per class for 10 students, from 30 to 20 students. In the research, they used
social experiment and innovative statistical methods to identify the causal effects of
classes with few students holding constant the quality of teachers.
According to studies by Algrist and Lovy (1999), Hoxby (2000) and Rivkin,
Hanusheh and Kain (2005) cited by (Chapman, L., & Ludlow, L., 2010) they identified
reliable exogenous variation for class size the reason to learn more about the effect
(impact) class sizes in students’ outcomes or performance, in Israel, Connecticut and
respectively in Texas. Except Toxby (2000), studies found out that classes with fewer
students significantly upgrade their achievements in early grades (grade 5 and below)
and the effects tend to be larger for students with smaller benefits in learning. Johnson
states that the performance was slightly better in essay writing and mid-term exams in
small classes (Johnson, 2010).
However, performance on quizzes and final exams was better in larger classes.
Zietz and Cochron (1997) found out that the increase in class sizes beyond 30 students
had a negative impact on classroom tests. Large classes are less likely to make
compositions and oral presentations and more likely to mark students with multiple-
choice-exams and tests. Also, in large classes instructors-teachers generally use lectures
as the only method of teaching, despite the small classes which are more interactive and
more appealing (attractive) and individualized and with the great personal
involvement. (Ludlow 1996; Marsh 1987; Glass and Smith 1979). Many authors have
shown that the class size varies according to the type of interaction in the classroom.
Classes that require active participation of students are small. Smaller classes tend to be
effective since students actively process the material rather than just listen and read
(Johnson, 2010). The author emphasizes that the constructivists and behaviorists see the
class size from different perspectives. Constructivist point out that smaller classes are
more productive as we give more emphasis on student engagement and interaction or
working in pairs and groups among students by having more effect on their learning.

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On the other hand, the behaviorists think that the lessons in large classes are more
productive because they represent the behavior of teachers as primary/basic factors in
the students’ outcome. But recognizing the effects of learning (Johnson, 2010) states that
they are contingent by the goals of teaching and teachers themselves provides
substantial interconnections between class size and class activities and furthermore
provides that small classes are better suited as constructivist point out.
Small classes would also be found in the working of (Dills, A. K., & Mulholland,
S. E., 2010) when comparing learning in public and private schools. They believe that
private schools were better due to three aspects: private schools put students with lower
skills (low-Ability-Students), in small classes rather than other students, private schools
also put in small classes students with poor or bad behavior and third reason or aspect
is that private schools impose teachers with special features to deal with such students.
All these characteristics mentioned above had a reason which is: students with lower
skills and also problematic students to be equal with other students, always by working
in small classes and at the same time with special-feature teachers chosen only to
enhance students’ performance.
RESEARCH METHODOLOGY
The literature was consulted regarding the impact of class size on the students’
achievements. We analyzed the MEST statistics on the number of students per class in
high schools.
An experiment in urban and rural classes was conducted to see the changes in
student performance while teaching with different teaching methods, as well as in
classes with different number of students.
A sample of 150 students was part of the experiment for our experimental and
control groups in urban school "Hivzi Sylejmani" in Fushë Kosovo and rural school
"Ulpijana" in Gadime – Lypjan.
At the beginning of the academic year the students of tenth grade were tested
with KET test (Key English Test). This testing was applied to see if the students of tenth
grade have the necessary knowledge which is required for the tenth grade according to
the Kosovo curriculum. At the end of the academic year, students’ knowledge was
tested again, with PET test (Preliminary English Test) not only to measure the students’
performance, but also to compare the experimental group’s performance who were

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taught using different teaching methods and at the same time to see if class size has
played any role in students’ outcome.
RESULTS
Regarding the impact of class size or (number of students per class) in students’
performance it is concluded that the experimental groups as well as control groups in
urban and rural area, where the number of students per class was significantly different
there was not a significant impact in the students’ final performance/outcomes.
This can be proven as follows: urban experimental group was r = 53 which mean
that there were 53 students in the experimental class and rural group was r = 15 or 15
students in the class. Skills performance was as follows: reading skill M = 12.68 for the
urban group and M = 13.95 for rural group, with only M = 1.27 differences. Writing skill
for the urban group M = 4.20 and M = 4.73 rural groups, with the margin M = 0:53.
Listening skill for urban group M = 11.71 and for rural group M = 11.26 with a
difference of M = 0.45. Talking skill for the urban group M = 18.65 while rural group
mean was of M = 19:58 with a mean difference of only M = 0.93.
These means in English skills give us an overall performance result for both
groups as urban and rural areas with these statistics: urban group experimental total
mean is M = 47.26 while rural group’s experimental total mean is M = 49.53. This leads
to a mean difference of only M = 2.27. Based on this data, we come to the conclusion
that the difference between the experimental group and rural urban experimental with
mean of M = 2.27 is not a high significance, so we can say that the number of students in
the class had no impact on their final performance regarding the English language.
Even with two control groups in urban and as well as in rural areas, there were
no significant differences in terms of student performance in English language where r
= 51 for urban group and r = 17 for the rural group. There was no difference in the
performance of students in terms of language skills and also on their performance in
their final outcome. This can be proven as follows: the skill of reading in urban control
group with r = 51, (51 students in the class) reached a mean of M = 8:52 and rural control
group where r = 17, (17 students in the class) had a mean of M = 10.79. The difference in
terms of reading skill between groups was of M = 2.27.
It should be noted that the performance in terms of CEFR for every skill is 25%.
Regarding the writing skill of controlling urban group the mean was of M = 2.98 and

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control rural group with a mean of M = 1.70. The difference between the groups in
terms of the skill of writing was M = 1.28. Listening skill mean for urban control group
was M = 8.25, despite the rural control group which had a mean performance of M =
6:41, which lead us to come to the conclusion that the difference between groups for the
skill of writing was of M = 1.84. Speaking skill for control urban group had the mean of
M = 10.85 while the control rural group had the mean of M = 12.79.
The difference of performance in the speaking skill for both groups was M = 1.94.
Eventually statistics show that the total performance of the control group in terms of the
English language was almost similar where there was no statistically significant
difference. The urban control group according to statistics had a mean of overall
students’ performance of M = 30.62 while rural control group’s overall performance had
a mean of M = 31.71. The overall difference in performance for both groups was a mean
of M = 1.09. This difference of M = 1.09 is not considered of high significance in terms of
the impact of class size (number of pupils per class) in total students’ performance.
Therefore, without doubt we came to the conclusion that the class size did not
affect the performance of students in neither of the groups which were involved in our
research. Neither in the experimental groups, where the difference in the number of
students per class was about 3 to 1 and where the difference in mean was only M = 2.27,
nor in control groups where ratio between the number of students per class was also 3
to 1 for urban group. Finally, again the overall difference in students’ performance was
with the mean of M = 1:09, which was not significantly important.
DISCUSSION AND CONCLUSION
To conclude, there is always a doubt that the classes are very big in Republic of Kosovo
schools and a lot of scholars take this as a reason why our students sometimes are not
so good in their performance of English language. Through the literature review, we
found out that Kosovo is not the only country in the world that has big classes. Korea is
a country that has 34 students per class, and still is considered as a country with one the
best educational system in the world. Furthermore, referring out to empirical research
we can conclude that neither in experimental groups, nor in control groups there was
no significant difference in the final students’ performance. Finally, the class size neither
had correlation, nor impact with the students’ outcome related to lessons of English
language.

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REFERENCES
1. Chapman, L., & Ludlow, L. (2010). Can Downsizing College Class Sizes
Augment Student Outcomes? An Investigation of the Effects of Class Size on
Student Learning. Journal Of General Education, 59(2), 105-123.
2. Dills, A. K., & Mulholland, S. E. (2010). 4. A Comparative Look at Private and
Public Schools' Class Size Determinants. Education Economics, 18(4), 435-454.
3. Flower, A., McDaniel, S. C., & Jolivete, K. (2011). A literature Review of Research
Quality and Effective Practices in Alternative Education Settings. Education and
Treatment of Children, 34(4), 489-510.
4. Jepsen, C., & Rivkin, S. (2009). Class Size Reduction and Student Achievement:
The Potential Tradeoff between Teacher Quality and Class Size. Journal Of
Human Resources, 44(1), 223-250.
5. Johnson, I. Y. (2010). Class Size and Student Performance at a Public Research
University: A Cross-Classified Model. Research In Higher Education, 51(8) , 701-
723.
6. OECD. (2006). "Class Size and Ratio of Students to Teaching Staff" Education at a
Glance. Paris: OECD publishing.
7. OECD. (2011). http://www.oecd.org. Retrieved Decembar Friday, 2014, from
http://www.oecd.org/edu/skills-beyond-school: http://www.oecd.org/edu/skills-
beyond-school/48631144.pdf

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