Faculty often express concern about class size negatively affecting the quality of teaching and instructor effectiveness. Most lower division classes at UCSB are over fifty students. Yet, students appear to be less concerned about class size than faculty. Over 80% of UCSB students surveyed by Instructional Consultation in 1992 felt that the instructor affected the quality of classes more than did class size. It may surprise many faculty to know that classes rated best by students tended to be a little larger than the worst rated classes!
Studies on the effects of class size have been conducted since the 1920's. Results have often been mixed, with some methods of instruction favoring small classes and others more effective in large classes. Class size does not seem to make a difference when instructional goals involve learning and comprehending factual information. Smaller classes have been found more effective when instructional goals involve higher level cognitive skills including application, analysis, and synthesis. Smaller classes provide for greater contact between students and faculty, which appears to be most needed for students with low motivation, those with little knowledge of the subject matter, or those who have difficulty grasping conceptual material. Smaller classes are also more effective than large ones in affecting student attitudes. In sum, the optimal size of a class depends on the instructional goals being pursued and factors related to the students themselves.1