Hierarchical Linear Modeling Approach to Measuring the Effects of Class Size and Other Classroom Characteristics on Student Learning in an Active-Learning Based Introductory Physics Course

TL;DR

This study uses hierarchical linear modeling to investigate how class size impacts student learning in active-learning physics courses, finding no significant effect within the studied range, but highlighting the need for further research.

Contribution

It applies hierarchical linear modeling to university physics courses to analyze class size effects, a novel approach in this context.

Findings

Class size does not significantly affect student grades in the studied range.

Hierarchical linear modeling provides insights into classroom factors affecting learning.

Limitations suggest further research is needed on other factors influencing student achievement.

Abstract

The effect of class size on student learning has numerous policy implications and has been a major subject of conversation and research for decades. Despite this, few studies have been done on class size in the context of university settings or physics courses. After discussing some of the reasoning behind hierarchical linear modeling (HLM) as well as how to interpret the results of an HLM analysis while grounding this study in measurement theory as it applies to course grades, this paper goes on to examine the effect of class size in active-learning based introductory physics courses using a series of hierarchical linear models. It is found that class size over the ranges studied does not have a significant effect on student grades which were used as a proxy for student understanding of the underlying material. However, a variety of issues and limitations means this is certainly not the end of the story and there is still much to be done and discussed when it comes to these courses and the various factors which affect student achievement in them, both theoretically and empirically.