English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The effect of class size on student learning has numerous policy implicationsand has been a major subject of conversation and research for decades. Despitethis, few studies have been done on class size in the context of universitysettings or physics courses. After discussing some of the reasoning behindhierarchical linear modeling (HLM) as well as how to interpret the results ofan HLM analysis while grounding this study in measurement theory as it appliesto course grades, this paper goes on to examine the effect of class size inactive-learning based introductory physics courses using a series ofhierarchical linear models. It is found that class size over the ranges studieddoes not have a significant effect on student grades which were used as a proxyfor student understanding of the underlying material. However, a variety ofissues and limitations means this is certainly not the end of the story andthere is still much to be done and discussed when it comes to these courses andthe various factors which affect student achievement in them, boththeoretically and empirically.

Hierarchical Linear Modeling Approach to Measuring the Effects of Class  Size and Other Classroom Characteristics on Student Learning in an  Active-Learning Based Introductory Physics Course