The effects of class size and instructional technology on student learning performance

Class size increase and instructional technology implementation are two conspicuous changes in higher education in recent years. By analyzing unique datasets from the author's own teaching experience in a large urban university from 2012 to 2016, this paper examines the effects of class size and instructional technology on student learning performance in an operations management course. The analytical results show no statistically significant gap in learning performance between mega and regular sections, for both quantitative and qualitative course materials. On the other hand, implementation of instructional technology, such as clicker devices, improves average learning performance across the observation periods, but not all the results are statistically significant.