The Functions of Class Size Perceived by Chinese Rural School Teachers.

A random survey with open-ended questions was conducted on a sample of Chinese rural teachers (N = 55). The study investigated on issues related to functions and benefits of small classes to both teachers and students. Findings indicated that the Chinese rural teachers perceived class size as a beneficial factor, not directly related to student achievement. They believed that small classes in schools facilitate classroom management, more individualized help from teachers, teaching effectiveness, a better l earning atmosphere, more student-teacher interactions, and reduced teachers’ workloads. They also believed in teachers creating and encouraging competition and peer help among students, which they regarded as important for students in large classes to learn better. Some cultural differences were also found. The march for the best educational environment, particularly for small size classes, has been an important educational issue for educators, administrators, parents, and government officials. Parents and educators believe that small class size leads to more effective teaching and improves student achievements (Achilles, 1997; Costello, 1992; Johnston, 1989). Bracey (1995) observed that test scores rise when districts use money to reduce class size and hire experienced teachers. While most students prefer small classes, teachers believe that quality teaching is also possible in large classes (Litke, 1995). Research literature provides some evidence on the benefits of small size class. Nelson and Drake (1997) reported that small size classes in rural schools provided an ideal environment for teacher-student interaction. Teachers in British elementary schools were found to have interacted more with students when they worked in smaller classes (Hargreaves, Galton,& Pell, 1997). In the special education field, smaller classes provided better environments for learning at the elementary level (McCrea, 1996). In a study to determine the effect of small class size on reading achievement of firstgrade students, 88 students were instructed either in a small class (N = 17) or a large class (N = 27). Results indicated that students in small classes made greater gains compared to those in large classes (Costello, 1992). In math learning, high school and college students in small classes were found to have performed better in long-term retention (Urion & Davidson, 1992). Similarly, Boozer and Rouse (1995) reported that smaller classes at the eighth grade NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL 2_______________________________________________________________________________________ led to larger test score gains from 8th to 10th grade, and that differences in class size could explain approximately 15% of the black-white difference in educational achievement. A large-scale, four-year longitudinal and experimental research project on class size (Project Student Teacher Achievement Ratio–STAR) was conducted in Tennessee. In 1985, approximately 7,000 kindergarten students were randomly assigned to either small classes (N = 15) or regular-sized classes (N = 24) with a full-time aide. It was found that the small classes had the highest student test outcomes; however, small class intervention did not remedy already-defined test-score deficits after students had experienced regular classes (Achilles, 1993). With the same STAR project, small classes beginning in primary grades seemed to prevent later school problems; however, late application of small class treatment appeared to have limited value (Achilles, Nye, Zaharias, Fulton, & Cain, 1994, 1996). Other related studies showed that small class students from Project STAR scored significantly higher than regular-sized class students on all achievement measures (Folger & Breda, 1989; Nye et al., 1992). A follow-up study on fourth graders from Project STAR showed significant small class carry-over effects on every achievement measure and significant participation differences in small class students (Finn, Fulton, Zaharias, & Nye, 1989). With respect to lasting effect, Achilles, Nye, Zaharias, and Fulton (1993) reported that students who were in STAR small classes at least in grade three were statistically and educationally ahead of other STAR students. Based on a reanalysis of STAR test data, Bingham (1994) noted that small size class appeared to make a bigger difference for minority students than for Caucasian students in primary years. The literature provides mixed findings on the effect/impact of class size. In what aspects small classes help teachers and students remains to be further investigated. This study was designed to investigate: (a) What kind of factor is class size? (b) What are the benefits for having small classes in schools? (c) What should teachers and students in large classes do to teach and learn effectively? The purpose of the study was to obtain data on how Chinese school teachers perceive these issues.