Professional Documents
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Waqas Hamidi
Factors Contributing in Academic Success
Introduction
Education is a foundation for development; therefore, academic
achievement is the main goal for everyone (politicians, legislators and
people). They are trying to find the factors contributing in academic success
particularly for youngest children (kindergarten- grade 3). Currently, besides
other factors to be considered, one of the controversial and important factors
is class size reduction because of high cost, and requiring of more resources.
Politicians, researchers and legislators most of the times emphasize for its
effect. However, considering all the valuable findings, class reduction and
other related factors have significant effects on very youngest and minority
students, particularly for their academic future.
Background/Problems
Actually, the factors negatively effect the academic achievement are
single parents, households whose English is not their first language, large
families, low parental education, residential mobility, teen mothers, and
unemployed parents. Likewise one of the major factors contributing in
academic achievement especially for youngest children are reduced classes.
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Discussion:
Psychologically, small classes have an influence in very young students
from kindergarten to third grade students (K-3). In the very early age, for
youngest students there will be less noise and disruptive behavior from
students, it gives more time for teachers to class work, and gives freedom to
students to engage creatively. it is easy assigning them in groups, small
classes allow teachers to encourage them to discussions, importantly it is
easy for teachers to correctly examine their assignment works. Above all, in
small classes students are more likely to develop better study habits and
higher self-esteem, which can help them to do better in normal classes and
in academic future as well. (The influence of class size on academic
achiement) In addition, according to ( Blatchford, et al,. 2003; Ehrenberg, et
al., 2001) research suggests that small classs pupils in the primary schools do
well in term of their academic outcomes, because they receive individual
attention from the teachers.
Also, according to (Lazear, 1999) small classes has a significant benefit, he
argues that pupils in small classes learn more because in the small class there is
less disruption in, youngest children get attention in small classes, he plausibly
assumes that disruption require teachers to suspend teaching, which can reduce
amount of learning for everyone in the class. There is another benefit of small
class as well, the pupils who spend time in small classes learn to behave better
with closer supervision, leading to reduced propensity to disrupt subsequent
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classes.( as cited in
(Krueger, 2003).
Discussion
Despite these
assumed benefits, the
Figure 1
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classes scored higher than who had been in normal classes.( as cited in
Mostler, 1995)
Conclusion
For better academic achievement, some factors are also important such as
family, better quality teacher, parents involvement in their childrens
education, providing education for children in their native language. Small
classes has significant effects,
particularly in the youngest
age, it does have influence for
minority pupils, in small classes
students make good learning
habits, recognizing higher selfesteem, pupils doing better in
upper classes, students do
more participation, it is easy for teacher to organize, easy to correctly
examine the paper works, in small classes students receive individual
attention from the teacher. At the end a very excellent quotation, according
(Mosteller, 1995)Aristotle, even when torturing the young Alexander before
he was called the great! Believed to have had one student per class to be
the biggest achiever in the world. Believing in that with all evidence, small
class is a excellent idea for having great academic achievements.
Recommendation
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Visuals
http://www.library.ca.gov/crb/clssz/
http://www.seattletimes.com/seattle-news/i-1351-proposal-would-cut-classsizes-cost-billions/
http://neatoday.org/2015/04/22/proposal-to-pay-top-educators-to-increaseclass-size-a-scheme-to-reduce-the-teaching-force/
References:
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ACADEMIC ACHIEVEMENT. (n.d.). THE INFLUENCE OF CLASS SIZE ON ACADEMIC
ACHIEVEMENT, 157-161.
Bain, H. a. (1986). Interesting development in class size. 66/67, 2-65.
Blatchford, P. B. (2011, April 1). Examining the effect of class size on classroom engagement
and teacher-pupil interaction: Differences in relation to pupil prior attanment and
primary vs. secondary school. 715-730.
Ehrenberg, R. G. (2001). A case study: Shining Star. English for academic study, 285/5, 7885.
Krueger, A. B. (2003, Feberuary). Economic Considrations and Class Size. The Economic
Journal.
Lazear, E. P. (2001). Educational production. Quarterly Journal o Economics, 116(3), 777-803.
Mosteller, F. (1995). The future of children. CRITICAL ISSUES FOR CHILDREN AND YOUTHS, 5.
Schanzenback, D. W. (2014). Does class size matter?, 1-18.
The influence of class size on academic achiement. (n.d.). Academic Achievement, 157-161.