Does Class Size Matter in the University Setting?

Abstract

University class size is a frequently debated topic among stakeholders given its relation to student achievement, teaching and learning, program evaluation, and education economics. However, the extant literature in both K–12 and higher education contexts regarding class size is equivocal, with some citing evidence of an adverse effect on student achievement for larger class sizes and others suggesting minimal effect. This study aims to explore the relationship between class size and student achievement, as measured by course grades, in the core undergraduate program at Temple University, a large, state-related university in Philadelphia, Pennsylvania. A cross-classified multilevel model was employed consisting of 14 variables—6 student level and 8 class-level—and drawing from a robust sample size of 172,516 grades awarded to 32,766 students in 8,049 classes offered across 14 terms. Results suggest that, after controlling for instructor experience, the effect of class size is not uniform and is, in fact, quite variable when accounting for student race, gender, and academic discipline within the same model. We discuss the possible reasons for these variable results with implications for program policy and classroom practice. Finally, we discuss the limitations of the present study and how future research might resolve those limitations.