Active learning has often been reported to improve student outcomes in STEM courses. However, there are barriers to its implementation, and it is challenging to include this approach in large classrooms with fixed seating. This investigation explores the development of a novel approach in which the class contact time was reallocated for a general…

The present study investigates the rhetorical structure of academic lecture closings, and the impact of class size on this part genre. A framework of "stages" and "strategies" is developed to analyze the rhetorical structure of lecture closings. Large and small classes are further compared to find how class size may influence the ways lecturers…

An issue for many mathematics departments is the success rate of precalculus students. In an effort to increase the success rate, this quantitative study investigated how class size and teaching approach influenced student achievement and students' attitudes towards learning mathematics. Students' achievement and their attitudes toward learning…

This exploratory study investigates the impact of class size on the rhetorical move structures and lexico-grammatical features of academic lecture introductions. From the MICASE corpus (The Michigan Corpus of Academic Spoken English), two small corpora of lecture introductions of small- and large-class lectures were compiled. Using a genre-based…

Study investigated relationship between class size and end-of-semester evaluation ratings. Size was most highly related to Group Intimacy/Interaction ratings. (Author)

To assess student feeling toward large group instruction, an attitude survey of 17 questions was administered before and after participation in such a class. Tremendous attitude changes from negative to positive were attributed largely to effective media use in the class. (LBH)

Examines whether class size in the introductory-level economics course affects subsequent performance in intermediate-level economics courses. Studies University of Massachusetts (Boston) students who are allowed to choose large or small lecture classes. Finds that students enrolled in large sections received lower grades in subsequent…

Innovations which were incorporated into large, introductory, educational psychology lecture classes are described and compared to smaller classes that did not make use of the innovations. Four innovative pedagogical techniques are used: (1) a mastery approach, (2) formative evaluation, (3) a modified pyramid-like structure using small group…