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Monique Czaczkowski
0488464
EDUC 4413-WF
Dr. G. Passmore
Quantity vs. Quality: Class Size Reduction or a Change in Teaching Practices?
A constant debate amongst the Ministry of Education and school boards alike is the
effectiveness of reducing class sizes or changing teaching practices. As schools reach capacity,
more students are being crammed into classrooms where teachers continue to use traditionally
teaching methods. In the age of globalization, the technological advances have made an
abundance of information readily available. This has sparked an interest in creating a new way to
educate, as students no longer need to memorize information. As educators, the focus should be
on promoting the development of cross-disciplinary skills and critical thinking while fueling the
desire to solve unknown problems. The reasons for revolutionizing teaching strategies over
reducing classroom sizes may be attributed to the high costs and ineffectiveness of small
reductions in classroom size, the benefits of incorporating differentiated instruction techniques,
and the potential effectiveness of problem-based learning.
Shrinking the number of students in a class does not automatically translate into better
learning. The billions of dollars spent on formulating initiatives to reduce class-size may not be
worth it as the average class-size reductions are not large enough to improve student
achievement. In Florida, reducing the class size by one to three students had little, if any, effect
on cognitive and non-cognitive outcomes (Chingos, 2012). When schools do decrease the
number of students in a classroom, the school itself does not have the space for these extra

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classes nor qualified teachers to teach. In 1996, the results from the billion-dollar class size
reduction program in California showed that although smaller classes raised mathematics and
reading achievement scores slightly, the increase in teachers with neither prior experience nor
full certification dampened the benefits of smaller classes (Jepsen & Rivkin, 2009). The
significant costs associated with reducing class size may also have a negative impact on other
academic priorities such as opportunities for teachers to learn new instructional strategies,
proximity to other educational staff, and instructional resources (Bascia, 2010). Class size has
not proven to have a statistically significant effect on student achievement and therefore, the
quality of teaching may be the most important factor on academic success.
The driving factor to reduce class size is the benefit of increased individual instruction
time and the opportunity for regular feedback on academic success. A cost-saving measure
therefore, would be to increase the quality of teaching by changing teaching practices to
encompass these characteristics in a larger classroom. To do this, both teachers current and
future, will have to decrease lecture-style approaches and provide more frequent interaction. In a
study done by McCarthy and Anderson (2000), students who participated in the role-plays and
collaborative exercises did better on subsequent standard evaluations than their traditionally
instructed peers. Differentiated instruction techniques targets students ranging from gifted to
those with significant disabilities by promoting active learning, which includes hands-on
experiences, concrete and multi-sensory representations, cooperative learning, and real life
applications of concepts and skills (Lawrence-Brown, 2004). Although differentiation requires a
significant amount of time, effort, and dedication on the part of the instructor, it enables all
students to find meaning and relevance in the course content and activities leading to greater
academic success. Findings suggest differentiation had a positive and meaningful impact on

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student learning (Santangelo & Tomlinson, 2009). In a study done by Chamberlin and Powers
(2010), results showed that students receiving differentiated instruction experienced greater gains
in their mathematical understanding, proving that differentiation can be beneficial in all subjects.
Differentiated instruction techniques can be used in all classes, regardless of their size. The use
of differentiated instruction creates an engaging learning environment and provides greater
opportunity for feedback, leading to improved academic results.
Furthermore, problem-based learning can have a positive impact on student achievement.
It creates a learning environment where the problem drives the learning, leading to increased
motivation, enhanced problem-solving skills, and developed team-working skills. In addition,
problem-based learning allows for increased student-faculty interaction. The problem is
introduced first as a stimulus for learning rather than after the presentation of facts and concepts
and forces students to analyze a problem, hypothesize, connect problems and causes, decide what
type of information is needed, obtain information, and apply the information. Problem-based
learning encourages students to become self-directed learners and fuels critical thinking resulting
in greater understanding of course content and retention of information compared to traditional
lecture format (Klegeris & Hurren, 2011). In a study done by Antepohl and Herzig (1999),
results indicate that students considered problem-based learning to be an effective learning
method and favoured it over the lecture format. It is not limited to the number of students in the
classroom. Most studies have revealed a high level of student satisfaction with this learning
technique (Klegeris & Hurren, 2011). Problem-based learning is an effective teaching strategy
that revolutionizes traditional teaching methods and focuses on student-centered learning.
The profession of teaching is not static and neither are its students. It is important that the
financial resources allotted to school boards are used to research and implement new teaching

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strategies that can be beneficial to all schools regardless of their size or facilities. By increasing
individual instruction time and regular feedback through student-centered learning approaches
such as differentiated instruction techniques and problem-based learning, students will have the
opportunity to develop higher critical thinking skills and receive the benefits similar to those of a
smaller class size. Workshops can be implemented for teachers to enhance their understanding of
the benefits of student-centered learning while providing them with realistic strategies that can
be implemented in their classrooms. Reducing class size is not enough. Supporting the growth of
quality teachers and their teaching strategies is far more important than reducing the quantity of
students per class, as shrinking the number of students in a class does not automatically translate
into better learning.

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References
Antepohl, W., & Herzig, S. (1999). Problem-based learning versus lecture-based learning
in a course of basic pharmacology: a controlled, randomized study. Medical
Education, 33(2), 106-113.
Bascia, N. (2010). Reducing class size: What do we know. Ontario Institute for Studies in
Education.
Chamberlin, M., & Powers, R. (2010). The promise of differentiated instruction for enhancing
the mathematical understandings of college students. Teaching Mathematics and Its
Applications, 29(3), 113-139.
Chingos, M. M. (2012). The impact of a universal class-size reduction policy: Evidence from
Florida's statewide mandate. Economics of Education Review, 31(5), 543-562.
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), 223250.
Klegeris, A., & Hurren, H. (2011). Impact of problem-based learning in a large classroom
setting: student perception and problem-solving skills. Advances in Physiology
Education, 35(4), 408-415.
Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standardsbased learning that benefit the whole class. American secondary education, 34-62.
McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional
teaching styles: two experiments from history and political science. Innovative Higher
Education, 24(4), 279-294.
Santangelo, T., & Tomlinson, C. A. (2009). The application of differentiated instruction in
postsecondary environments: Benefits, challenges, and future directions. International
Journal of Teaching and Learning in Higher Education, 20(3), 307-323.