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CHAPTER 01- INTRODUCTION

The implications of the size of the college student's social life are similar to those of extracurricular activities. The larger universities have a wider range of community options, and likely smaller universities have fewer choices, but more participation by students in any of the events (Provenzo, pp. 67-80).

Perhaps smaller class size universities seem most friendly, even if only those students have a greater chance of encountering the same people more often. Moreover, once they make some friends, even in the largest campus they start to feel at home. The size can have a big impact on extracurricular activities. In general, the larger the universities, more variety of activities are offered. If you are interested in a relatively little known, you may find it in the larger universities. On the other hand, the students, particularly international students may find it more difficult to participate in activities in larger class size. After all, the more students there are, the more you will compete for a place (Bingham, pp.132-132).

Background of the Problem

The argument for smaller class size is not new. In the early 19th century when education was not compulsory, class sizes were very small. The influx of immigrants in the latter part of the 20th century and the early part of the 21st century has contributed to an increase in the number of students in each classroom as well as to student diversity, including many non-English speaking students. Studies of the relationship between class size and student achievement started in the 1950s when researchers found that smaller class size would lead to higher achievement because of more one-to-one teacher student interaction on a consistent basis in the classroom (Bingham, pp.132-132).

Several studies found teachers who moved from a large class setting to a smaller class setting made no substantial change in their course content, grouping practices, or pedagogical strategies. The debate on class size has permeated all levels of the educational spectrum, and city and state leaders have encouraged educators to think in terms of raising the level of student achievement so young people can compete locally and internationally (Holloman, pp. 35-59).

Statement of the Problem

Large class sizes create inadequate individual attention to all areas of a child's total development including their academic achievement in language arts and mathematics. California passed legislation to reduce class sizes based on the premise that lower class sizes would lead to improved quantity and quality of teaching because teachers could spend more time on instruction and less on discipline. According to researchers and practitioners it has been believed that reducing class size allows teachers to adopt more effective teaching strategies, placing them in a better position to provide more individualized instruction. Studying the relationship between class size and student achievement is a means of addressing parents' and teachers' concerns about improving students' achievement level. With support from school leaders, teachers' instructional strategies are more likely to have some impact on the issues of class size and student achievement.

Purpose of the Study

The purpose of the ...