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Influence of Student Characteristics, Class Size, and Instructor Characteristics in Online Student Success
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In: Electronic Theses and Dissertations (2021)
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Class Size Effects in Higher Education: Differences across STEM and Non-STEM Fields
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Class Size Effects in Higher Education: Differences across STEM and Non-STEM Fields
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Abstract:
In recent years, many countries have experienced a significant expansion of higher education enrolment. There is a particular interest among policy makers for further growth in STEM subjects, which could lead to larger classes in these fields. This study estimates the effect of class size on academic performance of university students, distinguishing between STEM and non-STEM fields. Using administrative data from a large UK higher education institution, we consider a sample of 25,000 students and a total of more than 190,000 observations, spanning six cohorts of first-year undergraduate students across all disciplines. Our identification of the class size effects rests on within student-across course variation. Overall, we find that larger classes are associated with significantly lower grades (effect size of -0.04) and the effect varies across academic fields, with no effect in non-STEM fields, and a large effect in STEM fields (-0.08). We further explore the heterogeneity of the effect along the dimensions of students' socio-economic status, ability, and gender, finding that in STEM disciplines smaller classes appear to be particularly beneficial for students from a low socio-economic background, with higher attainment in A-levels and to male students.
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Keyword:
class size; ddc:330; higher education; I21; I23; I28; STEM; student academic performance
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URL: http://hdl.handle.net/10419/215392
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5 |
Providing an Oral Examination as an Authentic Assessment in a Large Section, Undergraduate Diversity Class
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In: International Journal for the Scholarship of Teaching and Learning (2019)
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Leseentwicklung in der Kindheit. Einflussfaktoren und Fördermöglichkeiten
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In: Kindheit und Entwicklung 27 (2018) 1, S. 5-13 (2018)
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Leseentwicklung in der Kindheit. Einflussfaktoren und Fördermöglichkeiten ...
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Size matters: class numbers and the creative writing workshop
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In: Faculty of Law, Humanities and the Arts - Papers (2018)
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Kleinere Grundschulklassen können zu besseren Leistungen von SchülerInnen führen
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Large university classes: A 100+ year-old problem
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In: The Western Conference on Science Education (2017)
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Adapting lesson delivery to accommodate changing classroom sizes
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In: The Western Conference on Science Education (2017)
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Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 10
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 14
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 3 of 12
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Student interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 2 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in English, clip 3 of 12
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The Relationship Between Delivery Models and the Grade-Level Reading Development of Sixth-Grade English Learners
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In: Doctoral Dissertations and Projects (2013)
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19 |
Globalising the class size debate: Myths and realities
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In: Education Papers and Journal Articles (2013)
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20 |
An analysis of student engagement when taught in classes of different sizes in rural, regional and metropolitan campuses of an Australian university
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