Smaller classes related to more interactions; task-directed and praising interactions linked to more time on task and higher achievement, but organisational and personal interactions rose contrary to expectations¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2018 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In the Annevelink et al. test of Anderson's model path, smaller classes were related to more interactions of all kinds; more task-directed and praising interactions led to more time on task and higher achievement, while more organisational or personal interactions were contrary to expectations. → Filges 2018
Evidence¶
Filges 2018¶
Filges, T., Sonne‐Schmidt, C. S., Nielsen, B. C. V. (2018). Small class sizes for improving student achievement in primary and secondary schools: a systematic review. Campbell Systematic Reviews 2018:10. https://doi.org/10.4073/csr.2018.10
q2 · i? · associational · r1
Test of Anderson's knowledge-of-students path on Grade 1 students in 46 Dutch schools in 1999–2000, with personalised instruction operationalised as counts of specific interaction types and engagement as time on task; findings were relational, as the review reports them.
"Smaller classes were related to more interactions of all kinds and more task‐directed and praising interactions resulted in more time spent on task which in turn was related to higher student achievement as expected."
Discussion¶
Learner Variables¶
- Time and Continuity — outcome: instruction changes it
Related Claims¶
- Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — the general claim this finding bears on, with the studies behind it
- Feedback Most Effective At Task And Process Levels — related
- Praise for intelligence, rather than for effort, after success undermines children's motivation and performance after a later failure — related
- Some classroom discussion approaches improve text comprehension, but gains are not uniform across approaches and more student talk alone does not produce them — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
annevelink-personalised-instruction-path-test |
title |
Smaller classes related to more interactions; task-directed and praising interactions linked to more time on task and higher achievement, but organisational and personal interactions rose contrary to expectations |
description |
Smaller classes related to more interactions; task-directed and praising interactions linked to more time on task and higher achievement, but organisational and personal interactions rose contrary to expectations |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — filges-2018 |
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