TAIZHOU, China — Does eliminating classroom overcrowding really lead to better grades? For years, the thought has been that smaller class sizes are better for students and their grades. However, surprising research finds that reducing class sizes in schools does not necessarily bolster the academic resilience of children from low-income families.
Chinese researchers analyzed data from over 2,700 secondary school students in economically challenged situations and found that smaller classroom numbers do not enhance, and may even diminish, the likelihood of students achieving top grades. Surprisingly, the number of teachers available also showed no significant impact on the academic success of students from the poorest backgrounds, amidst ongoing concerns about teacher shortages.
“This study supports the view that the quality of teachers, rather than the quantity, is the primary guarantee of students’ resilience,” says study lead author Tao Jiang, a professor at Taizhou University, in a media release.
Jiang and the research team, which included experts from other China-based universities such as Northwest Normal and Southwest, investigated the resilience of disadvantaged students in China and Japan. They concluded that resilience, an individual’s capacity to overcome adversity and succeed academically, is primarily fostered by high-quality teachers who maintain strict discipline standards and employ effective teaching methods.
“Excessive emphasis on reducing class sizes is unnecessary, as it is detrimental to the emergence of students with high levels of resilience. Instead of allocating financial resources to reduce class sizes, it would be more effective to invest in providing high-quality science teachers,” notes Jiang.
The study introduces a critical perspective on the debate surrounding educational resource allocation, suggesting that investments should focus on enhancing the quality of teaching rather than reducing class sizes.
“Quality teachers who effectively used teaching methods and managed classroom discipline increased the odds that individuals became resilient students,” says Jiang.
Academic resilience is understood as the ability to withstand adverse conditions and excel in school, a trait that is not innate but can be developed through educational experiences. This study aimed to pinpoint the factors that contribute to high resilience among students, especially those facing economic disadvantages.
Participants in the study, ranging from 15 to 16 years-old, were assessed for their resilience levels and categorized accordingly. The research examined how classroom dynamics, school resources, and educational culture influenced students’ ability to be categorized in the high-resilience group. The assessment was part of the 2015 Program of International Student Assessment (PISA), an international survey evaluating students’ abilities to apply their knowledge in reading, mathematics, and science.
The findings underscore the significance of science teachers and their pedagogical approaches in nurturing students’ resilience. Factors such as classroom discipline, teacher-directed instruction, inquiry-based learning, and teacher support were identified as beneficial. Specifically, inquiry-based teaching in Japan and teacher-directed instruction in Macau emerged as strong predictors of high-level resilience.
Contrary to expectations, smaller class sizes were found to be either irrelevant or counterproductive to fostering resilience. In Japan, for example, a minor increase in class size was associated with a higher probability of disadvantaged students achieving the best grades.
Additionally, the study highlighted the detrimental effects of misbehavior on student resilience, underscoring the importance of adhering to classroom rules and maintaining discipline.
While the study offers valuable insights into the factors influencing student resilience, it does not account for potential changes in classroom management post-COVID-19 pandemic. Researchers are advocating for further studies to explore the pandemic’s impact on teaching and student resilience.
The study is published in the International Journal of Science Education.
