. The relation of the size of the class to school room efficiency. Figure 8, 10 15 202 5 30 35 45 555S ze of class. 10 15 2025 »35 4R5556Size of class. E_1_£_J_ TTTT TTI | ITTI | I L in classes of 35 pupils or more 44 Conclusions. Prom the facts obtained from Tables XIV, XV, and XVI thefollowing conclusions may he drawn;- (1) The evidence that small classes do better work in arith-metic than large classes is very slight. (2) Medium sized classes, however, rank slightly above theaverage for classes in general with reference to achievement inarithmetic. (2) Very large and ve
. The relation of the size of the class to school room efficiency. Figure 8, 10 15 202 5 30 35 45 555S ze of class. 10 15 2025 »35 4R5556Size of class. E_1_£_J_ TTTT TTI | ITTI | I L in classes of 35 pupils or more 44 Conclusions. Prom the facts obtained from Tables XIV, XV, and XVI thefollowing conclusions may he drawn;- (1) The evidence that small classes do better work in arith-metic than large classes is very slight. (2) Medium sized classes, however, rank slightly above theaverage for classes in general with reference to achievement inarithmetic. (2) Very large and very small classes almost without excep-tion do work below the average for classes in general.
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Keywords: ., bookcentury1900, bookdecade1910, booksubjecttheses, bookyear1914
