Reducing Class Sizes Does Not Increase Student Success
A study conducted in disadvantaged schools in China and Japan has revealed that reducing the number of students in classrooms does not positively affect their academic success. The research looked at data from 2,700 “disadvantaged” middle school students from various classes in China and Japan, ranging from those with 15 or fewer students to those with more than 50 students.
According to the study's findings, the ratio of teachers to students did not provide a positive contribution for students with the poorest backgrounds. The research was conducted by examining the scores of students who participated in the 2015 International Student Assessment Program (PISA), which measures the ability to use reading, mathematics, and science knowledge. The scores, which also included teacher discipline and support levels, students' motivation levels, and exam anxiety, showed that one-third of the students demonstrated a high level of resilience, one-quarter showed low, and the rest were at a medium level. The study revealed that classes with a low number of students did not affect the success of students in Macao (China) but negatively affected the success of students in Japan. Students who showed improvement were associated with the “quality” of teachers who had high discipline standards.
Professor Tao Jiang from Taizhou University, who conducted the study, stated, “This study supports the view that the quality of teachers, rather than their quantity, is the fundamental guarantee of students' resilience,” noting that teachers who use effective teaching methods increase the chances of individuals becoming resilient students.