Active learning in small and large classes

Abstract

This research investigates the effect of class size on introductory accounting student performance within the context of an active learning environment. In-class group activities were implemented as an integral part of the learning environment in both small and large sections. Although the class size issue has been investigated before, this paper focuses on whether active learning methods are differentially effective in large and small classes when learning is measured by performance on exams emphasizing analytical problems and essay questions. Because practical and ethical reasons prevented students from being randomly assigned to large and small sections, the research methodology controls for confounding influences. Specifically, we control for the covariates age, attendance, gender, grade point average, and homework completion. Small class students scored significantly higher on the final exam than did students in the large section.

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