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An analysis of student engagement when taught in classes of different sizes in rural, regional and metropolitan campuses of an Australian university

journal contribution
posted on 2012-05-04, 00:00 authored by E McElvaney, Leanne Morris, Rodney ArambewelaRodney Arambewela, Greg WoodGreg Wood
This study investigates the impact of class size on student engagement and student performance. It is based on an analysis of student university enter scores, student grades and student evaluations in metropolitan, regional and rural campuses of an Australian universityduring trimester 1 of years 2008, 9 & 10. Past literature appears to support the predominant influence of the class size effect on learning, though some findings are mixed and inconclusive. Contrary to the accepted view that higher entry level scores result in higher grades and, conversely, lower entry level scores result in lower grades, the findings suggest that factorsother than entry level scores, contribute to student outcomes and student engagement. The study reveals that student satisfaction of teaching quality is higher in the rural and regional campuses where the cohorts are smaller than at the metropolitan campus. This may be an indication that class size seems to have a predominant influence on student engagement and learning outcomes.

History

Journal

International review of business research papers

Volume

8

Issue

4

Pagination

30 - 42

Publisher

World Business Institute

Location

Melbourne, Vic.

ISSN

1837-5685

eISSN

1832-9543

Language

eng

Notes

Reproduced with the kind permission of the copyright owner.

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2012, World Business Institute, Australia

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