International Journal of Pedagogics
53
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
53-55
10.37547/ijp/Volume05Issue02-16
The influence of class size on teacher-student interaction
Kalmuratova Juldiz
English teacher of secondary school No 2 in Kegeyli district, Uzbekistan
Received:
07 December 2024;
Accepted:
09 January 2025;
Published:
11 February 2025
Abstract:
Class size is a significant factor influencing teacher-student interaction, affecting both academic
performance and student engagement. This article explores the benefits and challenges of different class sizes.
Research suggests that smaller classes enhance individualized attention, improve student participation, and foster
better teacher-student relationships. In contrast, larger classes may limit interaction, making it difficult for
teachers to provide personalized support. However, some scholars argue that teaching quality and instructional
strategies play a more critical role than class size alone. Therefore, a balanced approach that integrates effective
teaching methods can optimize teacher-student interaction in any classroom setting.
Keywords:
Class size, teacher-student interaction, academic performance, student engagement, educational
effectiveness, individualized learning, active learning, teaching quality.
Introduction:
Class size is one of the most debated
topics in education, as it directly impacts the quality of
teaching and learning. Educators and policymakers
continuously discuss whether smaller classes improve
teacher-student
interaction
and,
consequently,
academic achievement. While some scholars argue
that small class sizes lead to better engagement and
personalized learning, others suggest that teacher
quality and instructional methods are more crucial than
the number of students in a classroom. This article
examines the role of class size in shaping teacher-
student interactions, drawing on scholarly research and
real-world examples. It explores the benefits of small
class sizes, the challenges of large classes, and
strategies to enhance teacher-student interaction
regardless of class size.
One of the most significant advantages of small class
sizes is the ability of teachers to provide individualized
attention. In a class with fewer students, teachers can
closely monitor student progress, identify learning
difficulties, and offer personalized feedback. For
example, the Tennessee STAR (Student-Teacher
Achievement Ratio) study, a large-scale experiment
conducted in the 1980s, found that students in smaller
classes (13
–
17 students) performed significantly better
on standardized tests than those in larger classes (22
–
25 students). The study also indicated that students in
smaller classes were more likely to participate in class
discussions and develop stronger relationships with
their teachers [6].
Smaller class sizes create an environment where
students feel more comfortable asking questions,
engaging in discussions, and seeking clarification on
complex topics. With fewer peers competing for
attention, students can express their thoughts more
freely. For instance, in Finland
—
a country known for its
top-ranking education system
—
primary school classes
typically have fewer than 20 students. Research has
shown that Finnish students benefit from frequent one-
on-one interactions with their teachers, which leads to
higher levels of understanding and retention of
knowledge.
Smaller class sizes also contribute to better discipline
and classroom management. When teachers have
fewer students to oversee, they can address behavioral
issues more effectively and maintain a focused learning
environment. A study conducted by Bascia and
Rottmann found that teachers in smaller classes
reported fewer disruptions and higher student
engagement. They were able to establish strong
relationships with their students, making it easier to
foster a sense of responsibility and accountability in the
classroom [1].
In contrast, large class sizes pose several challenges to
International Journal of Pedagogics
54
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
teacher-student interaction. When a teacher is
responsible for managing a large group, it becomes
difficult to give each student the attention they need.
For example, in many overcrowded urban schools,
classrooms often exceed 30 students. Research by
Blatchford et al. found that students in large classes
received less feedback from teachers, were less
engaged, and had fewer opportunities to ask questions
[2].
Another issue with large class sizes is maintaining
discipline. With more students, teachers may spend
more time addressing behavioral issues than delivering
lessons. A study conducted in New York City public
schools found that teachers in classrooms with more
than 30 students spent nearly 20% of their instructional
time managing disruptions, compared to only 5% in
classrooms with fewer than 20 students.
Larger class sizes can also discourage students from
actively participating in lessons. Some students may
feel intimidated by the number of peers and hesitate to
speak up. Others may struggle to get their questions
answered due to time constraints. For instance, in
many developing countries, where schools often have
50 or more students per class, passive learning is more
common. Studies by the World Bank indicate that
students in such environments are less likely to engage
in critical thinking and problem-solving activities
compared to those in smaller classes [7].
Despite the challenges posed by large class sizes,
effective teaching strategies can help enhance teacher-
student interaction. Active learning methods, such as
group discussions, project-based learning, and peer
teaching, can help ensure that students remain
engaged even in large classes. A meta-analysis
published in the Proceedings of the National Academy
of Sciences found that students in active learning
environments performed 1.5 times better on
assessments compared to those in traditional lecture-
based classes. For example, flipped classrooms, where
students learn new material at home and engage in
discussions during class, have been successfully
implemented in large university settings. This approach
allows teachers to focus on student interaction rather
than just delivering content [5].
Technology can also bridge the gap in large classrooms
by providing additional support outside of traditional
lessons. Online platforms, such as Google Classroom
and Zoom, allow teachers to provide feedback, conduct
discussions, and monitor student progress beyond
classroom hours. For instance, a study by Cheung and
Slavin found that the use of educational technology in
mathematics
instruction
improved
student
achievement, particularly in large classes. The
researchers concluded that digital tools help
personalize
learning,
even
when
face-to-face
interaction is limited [3].
Since teacher quality is a critical factor in student
success, ongoing professional development can help
educators manage large classrooms more effectively.
Training programs that focus on differentiated
instruction, classroom management, and student
engagement strategies can equip teachers with the
skills needed to optimize learning in any setting. A
study by Hattie emphasized that teacher expertise has
a more significant impact on student outcomes than
class size. He argued that well-trained teachers can
create meaningful interactions with students, even in
larger classrooms, through structured lesson planning
and effective questioning techniques [4].
While research strongly supports the advantages of
small class sizes, I believe that effective teaching
strategies and teacher quality play an equally, if not
more, important role in student success. Although
smaller classes provide more opportunities for
interaction, simply reducing class size is not enough if
teachers lack the skills and resources to engage
students effectively.
In my opinion, educational institutions should focus on
training teachers to manage both small and large
classrooms effectively. A well-trained teacher can
create meaningful interactions even in a large class by
using active learning strategies, incorporating
technology, and fostering student collaboration.
Additionally, class size reduction should be prioritized
in early education (kindergarten and primary school),
where individualized attention is crucial for
foundational learning. However, in higher education
and secondary schools, investing in professional
development for teachers and adopting innovative
teaching methods may be a more sustainable approach
than merely reducing class sizes.
CONCLUSION
In conclusion, class size plays a crucial role in shaping
teacher-student interaction. Research suggests that
smaller classes provide numerous benefits, including
individualized attention, better engagement, and
improved behavior management. However, larger
classes present challenges, such as reduced
participation
and
difficulties
in
classroom
management. Despite these challenges, effective
teaching
strategies
—
such
as
active
learning,
technology integration, and teacher training
—
can help
maximize teacher-student interaction in both small and
large classrooms. Ultimately, while class size matters,
the quality of instruction remains the most critical
factor in ensuring student success. Therefore,
International Journal of Pedagogics
55
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
educational institutions should focus not only on
reducing class sizes where possible but also on
enhancing teacher effectiveness through continuous
training and innovative teaching methods.
REFERENCES
Bascia, N., & Rottmann, C. (2011). "Big Classes, Small
Classes: The Impact of Class Size on Student
Engagement and Achievement." Canadian Journal of
Education.
Blatchford, P., Russell, A., & Brown, P. (2007). "Class
Size and Pupil-Teacher Ratios: Effects on Student
Achievement and Engagement." British Educational
Research Journal.
Cheung, A., & Slavin, R. (2013). "The Effectiveness of
Educational Technology Applications for Enhancing
Mathematics Achievement." Educational Research
Review.
Hattie, J. (2009). Visible Learning: A Synthesis of Over
800
Meta-Analyses
Relating
to
Achievement.
Routledge.
Proceedings of the National Academy of Sciences.
(2014).
"Active
Learning
Improves
Student
Performance
in
Science,
Engineering,
and
Mathematics."
Tennessee STAR Study. (1985-1989). "Student-Teacher
Achievement Ratio (STAR) Experiment: Findings on
Class Size and Academic Performance."
World Bank. (2019). "The Impact of Large Class Sizes on
Learning Outcomes in Developing Countries."
