The Influence of Class Size upon Numeracy and Literacy Performance

Autor/inn/en	Watson, Kevin; Handal, Boris; Maher, Marguerite
Titel	The Influence of Class Size upon Numeracy and Literacy Performance
Quelle	In: Quality Assurance in Education: An International Perspective, 24 (2016) 4, S.507-527 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-07-2014-0039
Schlagwörter	Class Size; Correlation; Foreign Countries; Elementary School Students; Grade 3; Grade 5; National Surveys; Influences; Gender Differences; English (Second Language); Time; Effect Size; Numeracy; Literacy; Reading Achievement; Writing Achievement; Spelling; Grammar; Punctuation; Mathematics Achievement; Multivariate Analysis; Australia + Suchen Sie Ihr Suchwort? Klassengröße; Korrelation; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Influence; Einfluss; Einflussfaktor; Geschlechterkonflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Zeit; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Leseleistung; Schreibweise; Grammatik; Interpunktion; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Multivariate Analyse; Australien
Abstract	Purpose: The purpose of this paper was to investigate the influences of calendar year, year level, gender and language background other than English (LBOTE) on student achievement in literacy and numeracy relative to class size. Design/methodology/approach: Data for this study were collected over five years (2008-2012) as test results from the Australian National Assessment Plan in Literacy and Numeracy (NAPLAN) in Years 3 and 5 from over 100 Sydney primary schools. Findings: It was found that the most important factors influencing academic performance in literacy and numeracy were, in descending order: gender, LBOTE, the calendar year in which the test was conducted, followed by class size. All variables were significantly associated with NAPLAN performance, but effect size estimates for class size were close to zero. Originality/value: The results of this study support other studies suggesting that factors other than class size are more important in influencing academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01