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The relationship between class size and secondary students' mathematics achievement: longitudinal evidence from a large-sized class in China.

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Title: The relationship between class size and secondary students' mathematics achievement: longitudinal evidence from a large-sized class in China.
Authors: He, Yahan1 (AUTHOR), Zhang, Shumei2 (AUTHOR), Fan, Lianzhong3 (AUTHOR), Yu, Boran4 (AUTHOR), Wang, Lidong5 (AUTHOR) wldyaoyuan@163.com
Source: Cambridge Journal of Education. Aug2025, Vol. 55 Issue 4, p587-603. 17p.
Subject Terms: *Class size, *Secondary education, *Students, *Longitudinal method, *Mathematical ability testing, Analysis of variance
Geographic Terms: China
Abstract: This study examines the relationship between class size and secondary school students' mathematics achievement focusing on three aspects: (1) the relationship between class size and mean mathematics achievement gains; (2) how relationships differentiate across student groups; and (3) the association between class size and variance in mathematics achievement gains. Using nested ANOVA, the authors analysed improvements in the mathematics achievement of 8295 Chinese middle school students from classes of different sizes over two academic years, while ANOVA was employed to examine variance across different class sizes. The findings suggest no significant relationship between class size and mean gains but a significant relationship between class size and achievement variance. Further analysis of different student groups indicated that although larger class sizes were associated with increased variability in mathematics improvement, there were no differential relationships for students with different class ranking or mathematics performance level. [ABSTRACT FROM AUTHOR]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The relationship between class size and secondary students' mathematics achievement: longitudinal evidence from a large-sized class in China.
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  Data: *<searchLink fieldCode="DE" term="%22Class+size%22">Class size</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink>
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  Data: This study examines the relationship between class size and secondary school students' mathematics achievement focusing on three aspects: (1) the relationship between class size and mean mathematics achievement gains; (2) how relationships differentiate across student groups; and (3) the association between class size and variance in mathematics achievement gains. Using nested ANOVA, the authors analysed improvements in the mathematics achievement of 8295 Chinese middle school students from classes of different sizes over two academic years, while ANOVA was employed to examine variance across different class sizes. The findings suggest no significant relationship between class size and mean gains but a significant relationship between class size and achievement variance. Further analysis of different student groups indicated that although larger class sizes were associated with increased variability in mathematics improvement, there were no differential relationships for students with different class ranking or mathematics performance level. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/0305764X.2025.2521514
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 587
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      – SubjectFull: Class size
        Type: general
      – SubjectFull: Secondary education
        Type: general
      – SubjectFull: Students
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      – SubjectFull: Longitudinal method
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      – SubjectFull: Mathematical ability testing
        Type: general
      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: China
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            NameFull: He, Yahan
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            NameFull: Zhang, Shumei
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              M: 08
              Text: Aug2025
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              Y: 2025
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