Claims

Larger class size linked to poorer student and teacher performance (review attribution)

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2016 · not yet checked against its sources · 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? The review reports, citing Bedard and Kuhn (2008) and Chapman and Ludlow (2010), that larger class size has been linked to poorer student and teacher performance. → Walls 2016

Evidence

Walls 2016

Walls, J. K. (2016). A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning. Journal of the Scholarship of Teaching and Learning, 16(2). https://doi.org/10.14434/josotl.v16i2.19217

q2 · i? · theoretical · r2

Narrative review attribution in the Context (microsystem) section: the article states "Larger class size has been linked to poorer student and teacher performance", citing economics-of-education and general-education studies. No effect sizes are printed.

"Larger class size has been linked to poorer student and teacher performance, which suggests that teaching and learning challenges increase in proportion to the number of students in a given class"

Discussion

Page metadata
Field Value
type claim
id larger-class-size-poorer-performance
title Larger class size linked to poorer student and teacher performance (review attribution)
description Larger class size linked to poorer student and teacher performance (review attribution)
status review
evidence_strength weak
newest_evidence 2016
generated by process:wiki-ingest on 2026-09-25
trust unverified — no one has confirmed this page's content
sources 1 — walls-2016

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