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Features of 59 studies of this relationship were coded and quantified and 371 findings were transformed into a common metric for statistical integration. Analysis, based on a logarithmic model, revealed a substantial relationship between class size and teacher and pupil attitudes as well as instruction. Favorable teacher effects (workload, morale, attitudes toward students) are associated with smaller classes as are favorable effects on students (self-concept, interest in school, participation). Smaller classes are associated with greater attempts to individualize instruction and better classroom climate. The results complement those of a previous meta-analysis that showed positive effects of class size on achievement.
Smith et al. (Sat,) studied this question.