Abstract
In recent years, problems of school refusal, class breakdown and a decline in academic achievement
have been identified. In order to tackle this, educational initiatives for small groups of people, such as
smaller classes, and small group instruction, have gained attention. However, their effect has not been
fully confirmed. In this study, (1) the relationship between class structure (number of students in a class)
and children’s desire for learning and fixation level of academic achievement (2) the relationship
between class structure and class and level of satisfaction of school life and (3) the relationship between
class groups and fixation level of academic achievement were clarified. The results showed, the influence
of class structure was different for the lower and upper grades of elementary school. Smaller classes
were more effective for learning and school life in the lower grades. For the upper grades, learning
was effective in smaller classes, but there was not such a positive influence on school life. In middle
school, a negative influence was observed for learning in classes with over 36 students, and when a class
had less than 20 students a negative influence was observed for school life. A great deal was learned
about class groups and fixation level of academic achievement. It is considered that there is a need to
further examine ways in which teachers who make up learning groups can improve academic achievement
through class management, gain more ideas for guidance of classes according to each situation, and
to examine how psycho-educational support should be provided for children.
