Schools around the world usually argue about the advantages of having a smaller class versus a larger class by discussing the student-teacher ratio. According to, (Student-Teacher Ratios: Everything You Need to Know | The Hun School, n.d.) In a school, the student-teacher ratio refers to the number of pupils for each instructor. Although the two numbers are frequently linked, this number refers to more than just class size. The student-teacher ratio indicates the workload of the instructor and their availability to provide services and care to their pupils. The lesser the number, many students and instructors believe, the better the educational process and learning will be. This literature review will give a better context for the research and, perhaps, will aid in the understanding of the other works it cites. This Literature review aims to reveal, a key link inside the subject's framework. It will give a research area and demonstrate how the present work will make better sense as a result of the connection redundancies, as well as give context for any new learning that has occurred.
This chapter presents a summary of current study findings on the following research questions:
- What effects does the current teacher-child ratio have on students’ attitudes towards learning?
- Does the teacher-student ratio affect performance in the classroom?
- What roles can administrators and Educational Officials play in the reduction of class size?
Theoretical Framework
Review of Literature
A high teacher-to-student ratio causes a lack of student involvement in classes, which is a prevalent problem in schools. A higher-class size can prove detrimental to students' learning outcome. To begin with, it has the potential to reduce the amount of time kids spend interacting with one another; second, it has the potential to raise discipline issues; and third, it has the potential to reduce the amount of time the instructor spends with each student. Students' performance is said to be improved by reducing class size.
According to studies on (“THE EFFECTIVENESS OF CLASS SIZE REDUCTION,” 2017, pp. 1–4) A list of prominent studies was conducted on the effectiveness of reduced class sizes. The first was from influential meta-studies. They evaluated 300 reports involving over 900,000 pupils statistically. Learning improved gradually when the class size shrank to around 15 students. Next, the Tennessee STAR (Student/ Teacher Achievement Ratio) experiment was research that advocated for reduced class sizes. The STAR experiment was a statewide random-assignment study that lasted four years. Students in Kindergarten at the same schools were randomly allocated to one of three groups: 13-15, 22-25 with a teacher's helper, or 25 without a teacher's aide. By the conclusion of second grade, results show that the smaller classrooms had much higher test scores, grades, and fewer disciplinary referrals. Further on, the students who were placed in smaller classrooms were more likely to graduate in four years, attend college, and earn a degree in a STEM area.