Effects of Increased Class Size on Kindergarten Literacy Achievement and Teacher Perceptions

The purpose of this study was to examine the difference between class size on student literacy achievement utilizing district-wide kindergarten student theme assessment scores at the end of first, second, and third trimester. Student achievement was measured by the district's theme assessment scores on four areas of literacy skills. The specific literacy skills examined in this study included 1) uppercase letter identification, 2) lowercase letter identification, 3) high-frequency word identification, and 4) rhyming skills. Teacher perceptions were also explored though the use of teacher surveys and interviews to determine how teachers perceived the increase in class size and its effect on their instructional practices, student-teacher interaction, and teaching behavior with their classroom. This study revealed statistically significant differences in student achievement and class size. The study's quantitative and qualitative data found that students who were taught during class size increase performed just as well, if not better, on literacy theme assessments than students who were taught during class size reduction. The study's data, however, found that when class sizes increased other important aspects of instruction were greatly impacted. The findings of this study also indicated that there was a strong need for reduced class size to increase teachers' job satisfaction and performance. The quantitative data were represented in a comparison study with the use of a one-way analysis of variance (ANOVA).