Szacowanie wpływu liczebności klasy na osiągnięcia edukacyjne uczniów z wykorzystaniem eksperymentu ex post facto

• Authors: Maciej Koniewski

Title variants

EN

Estimating the effect of class size on academic achievement by ex post facto experiment

• Languages of publication: PL

Abstracts

PL

W analizach wpływu liczebności klasy na osiągnięcia edukacyjne wykorzystano dane z badań zrealizowanych w 2006 r. przez Okręgową Komisję Egzaminacyjną w Krakowie. Zmienne wyjaśniające wyniki gimnazjalistów zidentyfikowano za pomocą analizy regresji. Model wyjaśnia 71% wariancji wyników egzaminu. Zmienne te wykorzystano w procedurach wyłonienia statystycznych bliźniąt. Ich przydział do grupy eksperymentalnej i kontrolnej przeprowadzono na trzy sposoby: przez warstwowanie z wykorzystaniem odległości Mahalanobisa, łączenie „jeden do wielu” oraz „jeden do jednego” metodą k-średnich; ten ostatni okazał się najskuteczniejszy. Wpływ liczebności klasy na osiągnięcia edukacyjne badanych uczniów był nieistotny statystycznie. Jednak uczniowie z klas poniżej 23 osób osiągali na egzaminie gimnazjalnym średnio o 0,039 odchylenia standardowego lepsze wyniki niż ich rówieśnicy w większych klasach.

EN

The analyses of influence of class size on academic achievement used data from study conducted in 2006 by the Regional Examination Board in Cracow (Poland). The variables explaining the achievements of lower secondary school pupils were identified using regression analysis. The model explains 71% of variance of exam results. These variables were used to identify statistical twins. Their assignment to the experimental and control group was performed in three ways: by stratification using Mahalanobis distance, matching one-to-many and one-to-one using k-means method. The last method proved the most successful. The effect of class size on student outcomes proved statistically insignificant. However, pupils from classes with below 23 pupils achieved higher mean scores than their peers from larger classes by 0.039 standard deviation.

Keywords

PL

socjologia edukacji; efekt liczebności klas; pomiar osiągnięć edukacyjnych; badania quasi-eksperymentalne

EN

sociology of education; class size effect; academic achievement measurement; quasi-experimental research

• Publisher: Instytut Badań Edukacyjnych
• Journal: Edukacja
• Year: 2012
• Issue: 1(117)
• Pages: 23-43

Dates

issued

2012-03-31

Contributors

author

Maciej Koniewski

• Uniwersytet Jagielloński

References

• Angrist, J. D. i Lavy, V. (1999). Using maimonides' rule to estimate the effect of class size on scholastic achievment. The Quarterly Journal of Economics, 114(2), 533-575.
• Bacher, J. (2002). Cluster analysis. Lecture Notes. Nuremberg: University of Erlangen-Nuremberg.
• Biddle, B. J. i Berliner D. C. (2004). Small class size and its effects. Educational Leadership, 59(5), 12–23.
• Byrne, B., Coventry, W. L., Olson, R. K., Wadsworth, S. J., Samuelsson, S., Petrill, S. A., Willcutt, E. G. i Corley, R. (2010). Teacher effects in early literacy development: evidence from a study of twins. Journal of Educational Psychology, 102(1), 32–42.
• Chapin, F. S. (1946). An application of ex post facto experimental design. Sociometry, 9(2/3), 133.
• Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, F., Mood, A. M. i Weinfeld, F. D. (1966). Equality of educational opportunity. Washington: U.S. Goverment Funding Office.
• Dunning, T. (2008). Improving causal inference: strengths and limitations of natural experiments. Political Research Quarterly, 61(2), 282–293.
• Educational Research Service. (1980). Class size research: a critique of recent meta-analyses. The Phi Delta Kappan, 62(4), 239–241.
• Freedman, D., Pisani i R., Purves, R. (1997). Instructors’ Manual for Statistics (3rd ed). Department of Statistics, University of California, Berkeley, New York: Norton.
• Glass, G. V. i Smith, M. L. (1978). Meta-analysis of research on the relationship of class–size and achievement. The class size and instruction project. San Francisco: Far West Laboratory for Educational Research and Development.
• Glass, G. V. i Smith, M. L. (1979). Meta-analysis of research on the relationship of class-size and achievement. Educational Evaluation and Policy Analysis, 1, 2-16.
• Glass, G. V., Cahen, L. S., Smith, M. L. i Filby, N. N. (1982). School class size: research and policy. Sage Publications.
• Graue, E., Oen, D., Hatch, K., Rao, K. i Fadali, E. (2005). Perspectives on class size reduction. [Odczyt zaprezentowany 12.04.2005 na symposium Early childhood policy in practice: the case of class size, w ramach dorocznego spotkania American Educational Research Association]. Montreal, Canada.
• Hanushek, E. A. (1992). The trade-off between child quantity and quality. Journal of Political Economy, 100(1), 84–117.
• Hanushek, E. A. (1997). Assessing the effects of school resources on student performance: An update. Evaluation and Policy Analysis, 19(2), 141–164.
• Hanushek, E. A. (1998). Conclusions and controversies about the effectiveness of school resources. FRBNY Economic Policy Review, 4(1), 11–27.
• Hanushek, E. A. (1999). The evidence on class size. W: S. E. Mayer i P.E. Peterson (red.), Earning and learning: how schools matter (s. 131–168), Washington, DC: Brookings Institution.
• Hanushek, E A. (2002). Evidence, politics, and the class size debate. W: L. Mishel i R. Rothstein (red.), The class size debate. Washington, DC: Economic Policy Institute, s. 37–66.
• Harris, J. R. (2000). Geny czy wychowanie?. Warszawa: Wydawnictwo Czarna Owca.
• Hart, S., Petrill, S. i Kamp Dush, C. (2010). Genetic influences on language, reading and mathematics skills in a national sample: an analysis using the National Longitudinal Survey of Youth. Language, Speech, and Hearing Services in Schools, 41(1), 118–128.
• Heckman, J. J., Ichimura, H. i Todd, P. E. (1997). Matching as an econometric evaluation estimator: Evidence from evaluating a job training programme. Review of Economic Studies, 64(4), 605–654.
• Hedges, L. V. i Stock, W. (1983). The effects of class size: an examination of rival hypotheses. American Educational Research Journal, 20(1), 63–65.
• Herbst, M. i Herczyński, J. (2005). School choice and student achievement. evidence from Poland. Warsaw: Warsaw University.
• Jakubowski, M. i Sakowski, P. (2006). Quasi-experimental estimates of class size effect in primary schools in Poland. International Journal of Educational Research, 45(3), 202–215.
• Molnar, A., Smith, P. i Zahori, J. (2000). The 1999–2000 evaluation results of the student achievement guarantee in education (SAGE) Program, CERAI. University of Wisconsin–Milwaukee.
• Morgan, S. L. i Winship, C. (2007). Counterfactuals and causal inference: methods and principles for social research, Cambridge: Cambridge University Press.
• Nye, B., Hedges, L. V. i Konstantopoulos, S. (2000). The effects of small classes on achievement. The results of the Tennessee class size experiment. American Educational Research Journal, 37(1), 123–151.
• Nye, B., Hedges, L. V. i Konstantopoulos, S. (2001). Are effects of small classes cumulative? Evidence from a Tennessee Experiment. Journal of Educational Research, 94(6), 336–345.
• Odden, A. (1990). Class size and student achievement. Research-based policy alternatives. Educational Evaluation and Policy Analysis, 12(2), 213–227.
• Pillmer, D. B. i Light, R. J. (1980). Synthesing outcomes: how to use research from many studies. Harvard Education Review, 50, 170–189.
• Rice, J. M. (1902). Educational research: a test in arithmetic. The Forum, 34, 281–297.
• Robinson, G. E. (1990). Synthesis of research on the effects of class size. Educational Leadership, 47(7), 80–90.
• Robinson, G. E. i Wittebols, J. H. (1986). Class size research: A related cluster analysis for decision making. Arlington, Virginia: Educational Research Service.
• Rosenbaum, P. R. i Rubin, D. B. (1983). The central role of the propensity score in observational studies for causal effects. Biometrika, 70(1), 41–55.
• Rubin, D. B. (1973). Matching to remove bias in observational studies. Biometrics, 29, 159–183.
• Slavin, R. E. (1986). Student team learning. An overview and practical guide. Washington, DC: Professional Library National Education Association.
• Sleszyński, P. (2002). Ekonomiczne uwarunkowania wyników sprawdzianu szóstoklasistów i egzaminu gimnazjalnego przeprowadzonych wiosną 2002 roku. Ekspertyza wykonana dla MENiS.
• Strawiński, P. (2008). Quasi-eksperymentalne metody ewaluacji. W: A. Haber (red.), Środowisko i warsztat ewaluacji (s. 193–220). Warszawa: PARP.
• Strawiński, P. (2007). Przyczynowość, selekcja i endogeniczne oddziaływanie. Przegląd Statystyczny, 4, 49–61.

Notes

http://www.edukacja.ibe.edu.pl/images/numery/2012/1-2-koniewski-szacowanie-wplywu-liczebnosci-klasy.pdf

Identifiers

ISSN

0239-6858