The objective of the study reported on here was to compare teaching performance in formative assessment between monograde and multigrade classes by class size, and to verify whether an association between teaching performance and class size existed in rural schools. A descriptive study was conducted on a representative sample of 539 elementary school students from rural schools in Chile. In monograde classes, better teaching performance was observed in students in large classes (83.3±12.3 points) compared to those in the medium (77.7±14.4 points) and small (77.4±14.4 points) classes (p < 0.01). In multigrade classes, the best teaching performance was observed in large classes (75.16±16.0 points), followed by medium (60.9±8.7 points) and small (61.6±18.4 points) classes. However, the results of a comparison between the 2 course modalities (monograde and multigrade) indicate better teaching performance in monograde classes than in multigrade classes. Furthermore, better teaching performance was observed in large classes in both modalities. However, the best teaching performance was observed in the monograde modality. In addition, we verified an association between teaching performance and class size.

https://doi.org/10.15700/saje.v46n1a2627

ORCiD iDs of authors:
Claudio Andrés Cerón Urzúa – https://orcid.org/0000-0001-6063-7642
Ranjeeva Ranjan - https://orcid.org/0000-0002-7667-2191
Paz Pezoa-Fuentes – https://orcid.org/0000-0002-7063-5728
Rossana Gómez-Campos – https://orcid.org/0000-0001-6509-5707
Marco Cossio-Bolaños - https://orcid.org/0000-0001-7230-9996