Research for the Classroom
In the second of our series of articles on classroom grouping we follow on from last month’s article that considered the optimal sizes for groups based on different learning tasks. This article looks at other issues to consider when thinking about grouping children in class.
Previous Articles:
Class Grouping - aspects to consider (June 2015)
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David Godfrey
d.godfrey@ioe.ac.uk |
Class size research
Meta-analyses by John Hattie have shown a negligible overall link between class size and achievement. It is worth qualifying this finding with a few points.
Notwithstanding the above strong caveats, Hattie suggests that, while teachers may give more individual attention and students may be more focused in smaller classes, the increases in attainment are generally very small. He goes on to conclude that this is because teachers do not adjust their teaching approaches according to the number of pupils in the class.
Meta-analyses by John Hattie have shown a negligible overall link between class size and achievement. It is worth qualifying this finding with a few points.
- The results of a meta-analysis provide an aggregate ‘effect size’ based on a large number of studies in different contexts.
- Group sizes in state schools in England mostly vary within a fairly confined range, e.g. between 20 and 30 to a class.
- Some very large and rigorous studies have shown significant effects of varying class sizes, particular for younger age groups. For example the Tennessee STAR (Student Teacher Achievement Ratio) study looked at 6,500 pupils in over 300 classrooms at 80 schools over four years. Student in class sizes of either 13-17 or larger ones were compared to those in classes of between 22-25 from kindergarten to third grade (equivalent to years 1-4). The research found large gains in early learning of reading, mathematics and basic skills and especially large benefits on the achievement of minority children. These gains were found to be long lasting for many students.
- Class sizes can affect aspects other than pupil attainment, such as feelings of belonging to a community and the ability to use particular teaching styles, not to mention teacher stress and workload. For example, in smaller class sizes, research has found less cooperative group work than in larger classes.
Notwithstanding the above strong caveats, Hattie suggests that, while teachers may give more individual attention and students may be more focused in smaller classes, the increases in attainment are generally very small. He goes on to conclude that this is because teachers do not adjust their teaching approaches according to the number of pupils in the class.
Group size research
It may be more important for teachers to consider the type and size of their class groupings than the overall class size when it comes to planning for effective learning.
The predominant group size (within class groups) for primary schools in the UK is 4-6 children; followed by 7-10 and then 11+ (which tends to be the whole class). In terms of group interactions, one study mapped these out and showed that 49% of the pupils’ experience was in small groups, followed by whole class (21%), then large groups (11%) and dyads (10%). Larger group sizes are often forced on teachers in reception to year 2, due to the availability of teaching assistants and teachers and the expectation that these younger students need adult supervision for group tasks. In secondary schools, some research suggests that the use of small group work varied considerably according to subject and this was influenced by a number of mostly practical concerns. For example, teachers in science subjects were more likely than in other subjects to use small group work in order to do practical experiments. Group compositions were also often determined by considering pupil behavioural issues or whether the classroom layout allowed for certain types of grouping. The suggestion is that there is relatively little attention being paid towards how social interaction affects the thinking and learning of pupils, i.e. grouping for pedagogical reasons.
It may be more important for teachers to consider the type and size of their class groupings than the overall class size when it comes to planning for effective learning.
The predominant group size (within class groups) for primary schools in the UK is 4-6 children; followed by 7-10 and then 11+ (which tends to be the whole class). In terms of group interactions, one study mapped these out and showed that 49% of the pupils’ experience was in small groups, followed by whole class (21%), then large groups (11%) and dyads (10%). Larger group sizes are often forced on teachers in reception to year 2, due to the availability of teaching assistants and teachers and the expectation that these younger students need adult supervision for group tasks. In secondary schools, some research suggests that the use of small group work varied considerably according to subject and this was influenced by a number of mostly practical concerns. For example, teachers in science subjects were more likely than in other subjects to use small group work in order to do practical experiments. Group compositions were also often determined by considering pupil behavioural issues or whether the classroom layout allowed for certain types of grouping. The suggestion is that there is relatively little attention being paid towards how social interaction affects the thinking and learning of pupils, i.e. grouping for pedagogical reasons.
Social pedagogy of group work
Research strongly supports the notion that effective group work is dependent on positive relationships between group members. Skills include trust, sensitivity, effective communication and supporting others. Pupils actively trained to work in groups in such a way are more capable learners and achieve at higher levels in the classroom. Only about a quarter of teachers provide any specific training in group work skills to their students. Teachers’ reasons for this include, a lack of their own educational experience of such approaches, feeling that this will take too much time, beliefs that children will not learn from each other, that bright children will fall behind and that the purpose of group work is not always clear. Teachers have been found to sometimes be over-intrusive and attempt to transmit knowledge to students in group work rather than aiding reflection. One study also found that teachers are more likely to be seen interacting with highly achieving girls in the class and teaching assistants with low achieving boys.
Friendship, gender and transition
Taking into account friendships is common factor used to determine within class pupil groupings. Existing friendship groupings can have certain advantages in that they may have already built up a degree of trust and mutual understanding. Some research has shown that friendship pairings work differently between boys and girls. For girls, close friends often see supporting each other in class work as an integral part of their friendship. Therefore girl-girl friendship pairings are often highly effective. For boys, close friendships rarely included school matters and led to poor dyad work. For boy–boy pairs, acquaintance pairings generally work better than close friendship pairings for cognitive problem-solving tasks. An analysis of friendship interaction shows subtle differences, with some valuing a partner who was much more able and other times preferring someone of matched ability. Having a more skilled partner was particularly desirable for mathematics. Analysis of friendship patterns has been shown to be particularly important when looking at transition into the first years of secondary school where dips in performance and motivation are often a feature of some pupils’ experiences.
Research strongly supports the notion that effective group work is dependent on positive relationships between group members. Skills include trust, sensitivity, effective communication and supporting others. Pupils actively trained to work in groups in such a way are more capable learners and achieve at higher levels in the classroom. Only about a quarter of teachers provide any specific training in group work skills to their students. Teachers’ reasons for this include, a lack of their own educational experience of such approaches, feeling that this will take too much time, beliefs that children will not learn from each other, that bright children will fall behind and that the purpose of group work is not always clear. Teachers have been found to sometimes be over-intrusive and attempt to transmit knowledge to students in group work rather than aiding reflection. One study also found that teachers are more likely to be seen interacting with highly achieving girls in the class and teaching assistants with low achieving boys.
Friendship, gender and transition
Taking into account friendships is common factor used to determine within class pupil groupings. Existing friendship groupings can have certain advantages in that they may have already built up a degree of trust and mutual understanding. Some research has shown that friendship pairings work differently between boys and girls. For girls, close friends often see supporting each other in class work as an integral part of their friendship. Therefore girl-girl friendship pairings are often highly effective. For boys, close friendships rarely included school matters and led to poor dyad work. For boy–boy pairs, acquaintance pairings generally work better than close friendship pairings for cognitive problem-solving tasks. An analysis of friendship interaction shows subtle differences, with some valuing a partner who was much more able and other times preferring someone of matched ability. Having a more skilled partner was particularly desirable for mathematics. Analysis of friendship patterns has been shown to be particularly important when looking at transition into the first years of secondary school where dips in performance and motivation are often a feature of some pupils’ experiences.
Questions for your practice
- What factors do you most frequently consider when setting up small group work activities in class? Are these pedagogical or practical issues?
- How does your classroom environment affect your ability to use different types of seating arrangements?
- Have you provided sufficient training and feedback to your pupils on how to conduct effective collaborative and cooperative learning in groups?
Further reading
Blatchford, P., Kutnick, P., Baines, E., & Galton, M. (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research, 39(1), 153-172.
Kutnick, P., Sebba, J., Blatchford, P., Galton, M., Thorp, J., MacIntyre, H. and Berdondini, L. (2005). 'The effects of pupil grouping: Literature review'. DfES Research Report 688
Kutnick, P., Blatchford, P., Clark, H., MacIntyre, H., & Baines, E. (2005). Teachers' understandings of the relationship between within-class (pupil) grouping and learning in secondary schools. Educational Research, 47(1), 1-24.
Mosteller, F. (1995). The Tennessee study of class size in the early school grades. The future of children, 113-127.
Kutnick, P., Sebba, J., Blatchford, P., Galton, M., Thorp, J., MacIntyre, H. and Berdondini, L. (2005). 'The effects of pupil grouping: Literature review'. DfES Research Report 688
Kutnick, P., Blatchford, P., Clark, H., MacIntyre, H., & Baines, E. (2005). Teachers' understandings of the relationship between within-class (pupil) grouping and learning in secondary schools. Educational Research, 47(1), 1-24.
Mosteller, F. (1995). The Tennessee study of class size in the early school grades. The future of children, 113-127.
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