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A Meta-Analysis of the Impact of Class Size on Academic Performance in Secondary and Higher Education

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  • Jane Genga-Ayiemba

    (Department of Education, University of Eastern Africa, Baraton)

Abstract

This meta-analysis examines the relationship between class size and academic performance across secondary and higher education levels. Drawing on four peer-reviewed empirical studies conducted in diverse educational contexts—Rwanda, the United States, China, and the United Kingdom—this review evaluates whether smaller class sizes lead to improved academic outcomes. While each study differs in methodology, context, and performance metrics, consistent findings reveal a negative correlation between class size and academic achievement. Effect size calculations and qualitative synthesis demonstrate that smaller classes generally promote better academic performance by enhancing student engagement and instructional quality. Recommendations are made for policy reform, institutional planning, and future research, with special attention to confounding factors and recent trends in digital education.

Suggested Citation

  • Jane Genga-Ayiemba, 2025. "A Meta-Analysis of the Impact of Class Size on Academic Performance in Secondary and Higher Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 2966-2969, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:3s:p:2966-2969
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    References listed on IDEAS

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    1. Cho, Hyunkuk & Glewwe, Paul & Whitler, Melissa, 2012. "Do reductions in class size raise students’ test scores? Evidence from population variation in Minnesota's elementary schools," Economics of Education Review, Elsevier, vol. 31(3), pages 77-95.
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