But isn't the real problem the class size?
No.
Many scholars hold a misconception that the real problem lies within the size of the class. Researchers and educators have contributed research on the relationship between smaller classes and student success. Studies have shown that there is little to no significant increase in the success rate of students with a change in class size. There is a difference in environment when it comes to class sizes but a study finds that the disadvantages and advantages between size classes are trivial (Gleason 93). Gleason, from the Department of Mathematics at the University of Alabama, performed a study observing both medium (30-55 students) and large (110-130 students) classes. He found that student satisfaction within both class sizes were almost identical (92). Gleason’s study proves that class size has a miniscule effect on student performance, implying that smaller classes are not the best alternative to lectures. Barwick, president of Independence Community College in Kansas, performed his own analysis on the debate of class sizes in higher education, concluding that, “class size clearly matters if all other variables remain the same, but the other variables [i.e: teaching method] need not remain the same and should not remain the same” (para 10). Barwick speaks to the idea that we need to start looking at alternative solutions to make class sizes work. Barwick’s claim supports Gleason’s conclusion that changing class sizes will not solve the academic issue at hand. Not only is there insufficient evidence that points to smaller classes being more beneficial, but many institutions can not afford to supply students with smaller class sizes. There are many institutions that have undergone or are undergoing federal budget cuts that prompt them to increase their classes, such as University of Maryland. With that said, other areas that affect student outcomes should be explored. Based off of Barwick and Gleason, problem-based learning is an optimal solution because it does not challenge the effects of class size but it does change other factors that contribute to classroom outcomes and student success.
Looking at the influence of class sizes on student success and satisfaction can be a waste of time. The reason being that there is an underlying assumption that institutions can make the jump from having large classes to smaller classes, which is rarely the case. In fact, most universities are continuing to expand due to factors such as finance and population. There is a further need for professionals in the academic field to research more about different factors that influence student outcomes in higher education. If the goal is to increase the success of students in colleges and universities, researchers must broaden the spectrum of analysis. By switching the general mode of thinking that class sizes is the root of poor academic achievement, there can be more rational, useful alternatives found to aid students.