The effects of class size on cognitive and non-cognitive abilities(in Japanese)
The effects of class size on cognitive and non-cognitive abilities(in Japanese)
复制标题
班级规模对认知和非认知能力的影响（日语）
作者：
Minae Niki
在过去十年中，减少每班人数的趋势有所加快。然而，小班教学是否真的能提高教育质量，足以证明缩减规模的成本是合理的，这一点并不清楚。本文旨在通过使用教育生产函数来捕捉班级规模的影响，并通过估计的影响，重点放在以下两点。首先，我们评估班级规模效应的各个方面。本文利用TIMSS 2003年日本公立学校8年级学生的数学和科学数据，估计班级规模对学业成绩和四个非认知能力测量（“高动机”，“自信”，“效用”，“归属”）的影响，这是通过因素分析估计，以允许定量解释。第二，我们控制了班级规模的扩大，这是由于非随机分配学生到班级。本文采用回归-不连续-设计方法消除了这种偏差。我们得到了以下两个结果。首先，我们没有发现班级规模的减少和两门学科的学业成绩之间有显着的关系。第二，关于非认知能力的措施，我们发现，在数学“信心”随着班级规模的减少而增加。
The trend towards class size reduction has accelerated over the last decade. However, it is not clear whether small class sizes actually increase the quality of education enough to justify the downsizing cost. This paper intends to capture the effects of class size by using an education production function and by estimating the effects focusing on the following two points. First, we evaluate various aspects of class size effects. This paper uses TIMSS2003 Mathematics and Science data for Japanese public schools’ 8th grade students to estimate the effects of class size on academic achievements and four non-cognitive ability measures (“High motivation”, “Confidence”, “Utility”, “Belong”), which are estimated by using factor analysis to allow quantitative interpretation. Second, we control for endogeneity of class size that results from non-random assignments of students to class. This paper uses the Regression-Discontinuity-Design method which eliminates such biases. We obtained the following two results. First, we did not find a significant relationship between reductions in class size and academic achievements in both subjects. Second, regarding the non-cognitive ability measures, we found that in mathematics “Confidence” increases with class size reduction.