THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 1

CHAPTER I

Problem and its Background

Introduction

In an educational institution, the students are the main character in the plot,

without them, the school, the teachers, and facilities will be worthless. The topmost

priority of educators is the quality of students' performance in academic standards (Junio

and Liwag, 2016).

School is a place where students can learn physically and mentally. They can

improve their skills and build camaraderie and treated it as their second home. It is an

institution designed to provide learning spaces and learning environments for the

teaching of students under the supervision of teacher. Students go to school to have

knowledge and to reach their dream to become successful individual someday but before

they reach their dream students need to pass their requirements.

DepEd order no. 41 series of 2012- Revised Guidelines on the Opening of classes,

section 3.G state that the class size shall range from minimum of 15 students to a

maximum of 60 students per class in order to keep the teaching-learning process more

manageable.

As the school cater more students and do not have enough facilities, it can result

in classroom congestion. The researchers aim to study whether the class size in Sto. Niño

High School is fitting the existing DepEd order to provide efficient learning. Researchers

want to know whether the class size affects the student’s academic performance.
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 2

Statement of the Problem

This research aims to know the relationship of class size in student’s academic

performance of students in Sto. Niño High School.

The study aims to answer the following question

1. What is the profile of the respondents in terms of:

a. Age

b. Gender

c. Average Grade

2. What is the relationship of class size in student’s academic performance?

3. How does class size affects the academic performance of the student?

Significance of the Study

This research would benefit the following:

For the Students. The findings of the study will provide data/information

regarding the students’ academic performance despite having bigger class size, they were

able to perform well.

For the Teacher. The study encourages them to find teaching strategies suitable

for big classes. The study could possibly provide them necessary information in the

consideration of class size reduction. Using it as the basis, they may propose to

implement the class size reduction.

For the Administrator. The study would provide relevant information on the

academic performance of the students belonging to a class size lesser than or equal to 50
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 3

and a class size of more than 50. This could also serve as their basis in planning a

program that could hopefully improve the students’ academic performance such as the

increased use of balanced instructional methods including higher degrees of

individualization.

For the Parents. The study would help the parents a detailed description about

how their children perform in the classroom.

For the Future Researchers. This study maybe used as reference materials in

pursuing related or parallel study.

Scope and Delimitation

The scope of the Study

The study is focused on the relationship of class size and academic performance

of the students of Sto. Niño High School. The objective of the study is to determine

whether there is significant difference between the class size and academic performance

of the students. Study will touch the academic area where students commonly excel. In

two months timeframe the research supposed to be finish from chapters I to V.

Delimitation of the Study

The study is delimited in Sto. Niño High School where all of the respondents are

studying. The respondents are required to provide their past grades and class size in order

to be a suitable subjects of the study.

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 4

Conceptual Framework

INFORMANTS RESPONSE

CLASS
GENDER
SIZE

ACADEMIC
PERFORMANCE

AVERAGE
AGE
GRADE

Figure 1. Conceptual Framework

A conceptual framework represents the researcher’s synthesis of literature on how

to explain a phenomenon. It maps out the actions required in the course of the study

given previous knowledge of other researchers’ point of view and his observations on the

subject of research (Regoniel, 2015).

Researchers identify the variables that are part of the research. In able to

understand the process on how researcher gather and relate variables to each other they

come up with the figure 1. Independent variables are class size and informants response

while dependent variables are academic performance, gender, age and average grade.

The dependent variable is the variable a researcher is interested in. The changes to

the dependent variable are what the researcher is trying to measure with researchers’

techniques. An independent variable is a variable believed to affect the dependent

variable (Kowalczyk, D. 2015).

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 5

Definition of terms

academic performance – performance who focused on emerging knowledge.

class size – the number of students within the classroom.

DepEd – Department of Education, government department who handle education sector.

learning environment – an environment where the students can learn.

school – an institution that endures youth and produce professionals.

shifting class – the division of two grade levels in morning shift and afternoon shift.

students – an individual who go to school to learn.

supervision – proper guidance of the teacher to the students.

teachers – an individual/professional s that teaches the students.

teaching-learning process – the process where the teacher teaches the students to learn.
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 6

Chapter II

Review of Related Literatures and Studies

Local Studies

Bohol Island State University study and determine the relationship between class

size and the academic performance of engineering students of BISU during the academic

years 2008 – 2009, 2009 – 2010, 2010 – 2011. Study made use of the descriptive

documentary method where in the academic ratings were obtain from the registrar’s

office. As the study progress, the researchers’ found out that there is no significant

difference in the academic performance of the students belonging to a class of greater

than 50.

In addition, the academic rating revealed that the students belonging to a class of

less than or equal to 50 got a grade of 1.6 – 2.0 which is describe as very satisfactory.

This range is ranked 1. Conversely, students belonging to a class size of greater than 50

got a grade of 2.1 – 2.5, describe as satisfactory. (Aranjuez, et. al., 2011).

According to Robinson (2010), "Reducing class size is often proposed as an

educational intervention, holding much promise for improving educational backgrounds."

This implies that holding a few number of students in a classroom would increase

students’ motivation and participation. What really lies ahead is the assurance of molding

and producing students who are competent enough to face the real work force. The

classroom is the breeding ground in shaping students, in catering them to apply what they

learned and in preparing the youth for greater challenges in life. If the classroom itself is
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 7

not adequately superior by the mode of teaching and the like, students would probably

have a difficult time in grappling future endeavors.

Foreign Studies

Hruz (2000) claims that reductions in class size will reduce classroom problems,

and increases focus and attention. Class size reduction has been constantly re-evaluated

by policy makers as an intervention to more effective student learning. Teachers teaching

in smaller class size can attend to students through richer individualized instruction. This

results to having order and discipline; letting the teacher boosts his/her interest in

learning and teaching; and accelerating the participation among students.

According to Mitchell and Beach (1990), they proposed four competing theories

of how class size affects student learning. The first is the Classroom Overhead Theory, or

the resorting of non-instructional activities like taking attendance, collecting and passing

papers, etc. The second effective theory is the Student Interaction Time, or the giving of

additional time for the students in the integration between teachers and classmates. The

third method is the Teacher Adjustment to Student Ability, or the reaching out of the

teachers to the students and assigning them by the ability they have. The last is the Fixed

Instructional Resource, or the dividing of teacher’s total capacity to all students. These

theories can be adapted to enhance the teachers’ mode of instruction.

One of the most alarming problems faced by the academe in today’s time is the

absence of motivation of students in their studies. Many high school students do not have

the desire to do academic tasks that will be given to them. Without the motivation in
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 8

doing academic activities, this can lead to frustrations and creates a feeling of

discontentment (Legault, et. al., 2006).

Leahy (2006) stated several factors in discovering the extents of class size on

academic achievement. Among the factors were the CSR (Class Size Reduction)

Program, mode of instruction, financial aspects, classroom and student affects,

mathematics achievement and language learning and reading. All of these affirm the

theory that class size or class population is a major factor in student achievement. Long

before, class size reduction has been propagating as a “cure” for students and classroom-

related problems. Class size reduction touches on different issues, like monetary, physical

space and the search of competent teachers to hold such classes.

Vaag, Iversen, et. Al. (2013) conducted a study of all Norwegian

fourth grade students to determine if smaller size classes helped disadvantaged students

in elementary school. They analyzed data from standardized tests in math and reading

administered to 55,322 participants. There were two types of disadvantaged students

analyzed in this study. The first type was students who had neither parent finish

secondary school. The second type was students who came from divorced households. In

both cases, the researchers’ analysis detected a small but significant improvement in

student achievement from reducing class size. An eight student decrease in class size

resulted in a 0.04 standard deviation improvement in achievement of students with

neither parent finishing secondary school and a 0.06 standard deviation improvement in

achievement of students from divorced households.

Krassel and Heinesen (2014) examined the effects of class size in Danish

secondary schools. They used administrative registry data to determine class size and
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 9

10th grade exit exams in Danish, math, and English to measure student achievement. The

total sample size was 46,267 students and in Denmark, 10th grade is an optional year

designed for at risk students. They found that reducing class size offered a statistically

significant but small effect on student achievement.

Heinesen (2010) studied all Danish ninth graders who took French classes and

found that smaller class size had a statistically significant impact on end-of-course

examination scores. In addition, in class sizes ranging from six to 20 students, Heinesen

found that the effects of class size on exam grades tended to be linear in nature. This

study is unique in that it did not use data from standardized tests and it focused on the

specific subject of French. The statistically significant impact of class reduction in this

study suggests that subjects requiring high interactivity, such as learning a foreign

language, could have affected the results of class size reduction on student achievement.

Examined the correlation of class size and student achievement in Turkey. They

used student scores on the Transition to Higher Education test, an exit exam taken at the

end of high school, from 81 different cities to determine student achievement. Celik and

Koc determined class size by taking the number of students attending each high school

and dividing it by the number of classrooms. They used a Spearman’s correlation to

determine the level of relationship between class size and student achievement. At a .001

significance level, they calculated a Spearman’s rho correlation of -.366. This indicated a

relatively moderate inverse correlation between class size and student achievement (Celik

and Koc, 2015).

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 10

Owoeye and Yara (2011) conducted a study of 50 secondary schools in Nigeria to

determine if class size had an effect on student achievement at the secondary level. The

researchers used a t test to analyze student scores on the West African School

Certification Examination from 1990 to 1997. At a .05 confidence level, they found

thatclass size had no statistically significant effect on student achievement, and there was

no significant difference in achievement between small classes and large classes in both

urban and rural communities.

Conducted a study of approximately 7,000 students in 31 different U.S. states to

determine if class size in high school science classes had a lasting impact on student

achievement. They analyzed student grades in freshman-level college science classes.

The researchers found little to no change until class sizes fell below 11 students. This

study, unlike the one at the middle school level in which student achievement was also

studied in a specific subject area not using a standardized test, showed no change in

student achievement. Wyss, Tai, and Sadler (2007)

Local Literature

There are different kinds of education reforms. There are contemporary reforms

where changes in governance structures are introduced; subsidies and vouchers are

developed; and assessments and other student interventions are established. Then we

have the traditional reforms which simply increases government spending and budget

such as building more classrooms, hiring more teachers, and reducing class size. The

contemporary reforms are preferred over the traditional reforms in most countries.

Reducing class size belongs to the traditional reform as it merely increases government
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 11

spending on teachers and classrooms with no real basis to correlate this with improving

the quality of education (Estrada, 2018).

Foreign Literature

Christensen (2015) emphasized that the nature and the implications of problems

in a large class size have been argued for many years. The concerns of the teachers were

difficulty with speaking, reading and writing task; difficulty with monitoring and giving

feedback; and problems on providing individualized works. Furthermore, there were

issues concerning avoidance of tasks which are demanding to implement and the

difficulty getting around the classroom. As a conclusion, poor attention to students

mostly troubles the educators. The researchers therefore support that smaller class size

should be the basis of our classroom population.

According to Risley (1997), spending much time standing in front of the class has

many unhealthy encounters of the teachers. Although the teacher is held liable to the

giving of knowledge and instruction to students, teachers have to suffer the ways in order

to fulfill those needs. Physically, it greatly undergoes the standing for several hours in

class; the using of large voice in discussing; and the fatigue experienced in utilizing the

mind all the time. Small classes do not achieve significantly more than large classes

because the typical teacher does not change teaching style appropriately when moving

from large to small classes. Another troublesome reality is that more students mean more

papers to grade. The result can be significant paper overload, a strong contributory factor

to teacher’s burn out. Time is needed to fully attend the essays and other writing outputs.
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 12

If there is a constant increase in population, the teacher might drown himself/herself

underneath an ocean of papers.

Mathematics achievement scores were low in schools having larger class sizes.

Most of them were affected due to less individualized instructions and attention by

teachers. Another factor was due to the teacher’s level of competency. Teachers of math

and sciences should thoroughly assess themselves to heighten the mastery of the subject

(Wenglinsky, 2001).

Chapter III

Research Methodology

This chapter shows the methods and techniques used by the researchers for the

study. This chapter also contains the population and description of the respondents, the

statistical tools and the data gathering procedure.

Methods and Techniques of the Study

We used quantitative research design to gather information and knowledge about

the relationship of class size in student’s academic performance and other useful

information for the research. Survey questionnaire was used to gather the necessary

information.

Survey questionnaires are used to gather quantitative data. The survey

questionnaire is focused on the relationship of class size in student’s academic

performance.
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 13

Research Design

The researchers used correlational research type as quantitative research design.

Correlational method shows the relationship of two or more variables and the interpret. It

recognize trends and patterns in data, variables are not manipulated.

Respondents

The research used 28.25% of the total population of the Sto. Niño High School.

Out of 287 questionnaires distributed to each section 270 were able to be collected 17

were missing in the section of Liberalitas.

Sampling Techniques

A stratified random sampling procedure was used for selecting the participants in

this study. This technique was employed to ensure a fairly equal representation of the

variable for the study.

Instrument of the Study

The researcher used a survey questionnaire composed of two section one with a

multiple question which the respondents choose only one answer and one with the likert

scale which the respondents rate their experienced.

Data Collection Procedure

The survey was conducted for about a week, with 287 respondentsfrom junior

high school students, 81 respondents from Grade 7, 74 respondents from Grade 8, 64

respondents from Grade 9 and 51 respondents from Grade 10. We went to their

classroom and asked the students for a little time to answer the survey questionnaires

after we get their answer we interpret the data using graph and table.
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 14

Statistical Treatment

State analytic procedures employed and provide computational formula and state

level of significance to specific data. Describe the general statistics to show sample

demographics like %, ranking, mean and etc. Slovin’s Formula is used to calculate the

sample size (n) given the population size (N) and a margin of error (e). It is computed as

N
n= 2
(1+ Ne )

Chapter IV

Presentation, Interpretation and Analysis of Data

This chapter provide the gathered data and the researcher’s analysis and

interpretation of the result of the distributed surveys. The data were collected and then

processed in response to the problem identified in the first chapter of this study. There

were 270 respondents covered in this survey. For the quantitative questionnaire, this

researcher used a five-point Likert scale that consisted of 1) Strongly Disagree 2)

Disagree, 3) Agree, and 4) Somehow Agree 5) Strongly Agree.

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 15

44%
Male (119)
Female (151)
56%

Figure 1. Distribution of Gender

Figure 1 shows that most of the informants are Female (151) covering 56% of the

total sample. Male (119) covers 44% of the 270 informants.

Age Informants Percentage

12 – 13 135 50%

14 – 15 111 41. 11%

16 – 17 24 8.89%

18 – 19 0 0%

20 and above 0 0%

Total 270 100%

Table 1. Distribution of Age

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 16

The majority of the informants’ age range from 12- 13 obtain 135 informants.

While 14-15 age range got 111 informants, this is 41.11% of the total sample of 270. Age

range 16-17 got 8.89% and the rest age range is 0. This only means that half of the

informants of the study is 12-13 years old.

Class Standing Informants Percentage

None 238 88. 15%

With Honor 32 11.85%

With High Honor 0 0%

Total 270 100%

Table 2. Class standing/ achievement

The researchers also include the class standing in the questionnaire; table 2 shows

the gathered data. According to the table, the majority of the informants (238) do not

belong to academic rank. 32 informants belong to with honor and there is no informant

belong to high honor.

Grade Level Informants Percentage

7 81 30%

8 73 27.04%

9 65 24.07%

10 51 18.89%

Total 270 100%

Table 3. Distribution of informants per grade level

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 17

The study is able to categorize the informants based on their grade level. For

grade 7 there are 81 informants this is 30% of the total sample. For grade 8: 73

informants, for grade 9: 65 informants, and for grade 10: 51 informants.

(Note: There are many informants in grade 7 because they have the total population of 309 multiply by

30.41% (the percentage result in Slovins formula, see appendix A, table 2) .

Number of Students Informants Percentage

Below 30 157 58. 15%

40 – 50 62 22.96%

60 – 70 27 10%

70 and above 24 8.89%

Total 270 100%

Table 4. Number of students per section last year

Table 4 shows the results in question 1, according to the informants their section’s

class size last year have below 30, this is said by most of the grade 7 because last school

year they are in elementary which is considered less in class size. Second high in

percentage is 40-50, which get 62 informants, followed by 60-70, 27 informants, and 70

and above get 24 informants.

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 18

Ideal Class Size Description Informants Percentage

Below 30 Minimum 84 31. 11%

40 – 50 Ideal average class size 143 52.96%

60 – 70 Maximum 35 12.96%

70 and above Overcrowded 8 2.96%

Total 270 99.99%

Table 5. Ideal class size

As DepEd order no. 41 state that class size shall range from 15 students up to

maximum of 60, informants said that their ideal class size is at range of 40-50 (describe

as normal) students per classroom matching with the DepEd order. 31. 11% of the total

sample said that their ideal class size is below 30. 35 informants said that 60-70 is the

ideal class size. The remaining 8 informants’ ideal class size is 70 and above.

(Note: the description is based on D.O 21, S. 2006 – Guidelines For The Organization Of Classes, section

1.3. Retrieved from http://www.deped.gov.ph/2006/05/26/do-21-s-2006-guidelines-for-the-organization-of-

classes/. *The total percentage is not equal to 100 due to rounding of decimal numbers)

Option Informants Percentage

Yes, they increase 200 74.07%

No, they stay the same 54 20%

Yes, they decrease 16 5.93%

Total 270 100%

Table 6. Change in class size for three years

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 19

Informants are able to answered the question 3, which asking if their class size

changed in the past three years, 200 informants said that yes, they class size change, it

increase. 54 said that it stay the same, and 16 said that yes in change but it decrease.

General Average Description Informants Percentage

70 – 74 Did not meet expectation 5 2%

75 – 80 Fairly satisfactory 43 16%

81 – 86 Satisfactory 119 44%

87 – 92 Very satisfactory 89 33%

93 – 98 Outstanding 14 5%

Total 270 100%

Table 7. General average in the first quarter of the previous school year

General average is essential to measure the academic performance of a certain

student, table 7 shows that generally informants (119) have general average of 81-86

describe as satisfactory. 89 informants’ general average range from 87-92 describe as

Very satisfactory. There are 14 informants belong to 93-98 which is describe as

outstanding.

(Note: the description presented in the table is acquire in DepEd slideshare presentation. Retrieved from

https://image.slidesharecdn.com/reportcardrevised-160114063058/95/report-cardrevised-1-638.jpg?

cb=1452753073)
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 20

Class Size Description Informants Percentage

Below 30 Minimum 27 10%

40 – 50 Ideal average class size 97 36%

60 – 70 Maximum 130 48%

70 and above Overcrowded 16 6%

Total 270 100%

Table 8. Number of students in section at present

Present school year 2018-2019 class size of the informants (130) lies on the

maximum which is 60-70, some informants’ class size is on ideal class size (40-50) to be

exact they are 97. Some of the informants experiencing overcrowding (16).

(Note: the description is based on D.O 21, S. 2006 – Guidelines For The Organization Of Classes, section

1.3. Retrieved from http://www.deped.gov.ph/2006/05/26/do-21-s-2006-guidelines-for-the-organization-of-

classes/. *There should not have answer on minimum class size based on the total population (see appendix

A table 1), it is due to informants error)

General Average Description Informants Percentage

75 – 80 Fairly satisfactory 46 17%

81 – 86 Satisfactory 122 45%

87 – 92 Very satisfactory 81 30%

93 – 98 Outstanding 8 3%

I didn’t get my card 14 5%

Total 271 100%

Table 9. General average in first quarter of school year 2018 – 2019

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 21

On the first quarter of the school year 2018-2019, informants (122) described the

grade they received as satisfactory meaning they are able to get 81-86. Very satisfactory

have 81 informants, fairly satisfactory have 46 and outstanding have 8. Therefore, even if

the informants belong to maximum class size they still get satisfactory grade.

(Note: the description is based on D.O 21, S. 2006 – Guidelines For The Organization Of Classes, section

1.3. Retrieved from http://www.deped.gov.ph/2006/05/26/do-21-s-2006-guidelines-for-the-organization-of-

classes/ * total number of sample does not match with the previous table this is due to rounding of decimal

numbers)

Answer Description Frequency Percentage Rank

5 – 10 Strongly Disagree 1 0.37% 5

11 - 15 Disagree 11 4.07% 4

16 – 20 Agree 89 32.96% 2

21 – 25 Somehow Agree 113 41.85% 1

26 – 30 Strongly Agree 56 20.74% 3

Total 270 99.99%

Table 10. Likert Scale

Informants are given five-point scale to rate their classroom environment based

on regular basis. The informants is somehow agree (113) to the statements related to

classroom environment. 89 said that they are agree, 56 said that they are strongly agree,

11 disagree and 1 informant said that he is strongly disagree.

(Note: the percentage is not equal to100 due to rounding of decimal numbers. See appendix B for the

survey questionnaire.)
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 22

Chapter V

Summary of Findings, Conclusion and Recommendation

Summary of Findings

The purpose of the study was to identify the relationship of class size in students

academic performance.

In accordance with the statement of the problem, the findings are follows;

1. Profile of the respondents

a. Most of the respondents’ age is ranging from 12-13 (50%).

b. Most of the respondents is female (56%).

c. Most of the respondents’ average grade lies with 81-86 describe as

satisfactory.

d. Most of the respondents are grade 7 students (30%).

2. Class size varies every academic years, if the school cater more students without

enough facilities it will result in classroom congestion. As the study, progress the

researchers found out that many of the informants belong to the maximum class

size of 60-70. Although they belong to this class size description they still get

satisfactory academic grade which is 81-86.

3. Based on the gathered data, the researchers relate the previous first quarter grade

on the present first quarter grade and they found out that it stay the same on the

range of 81-86. This findings says that whether the class size increases and or

decreases their academic performance stays the same.

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 23

Conclusion

The researchers concluded that there is no significant relationship between class

size and academic performance of the student. As data shows that their grade stays the

same whether their class size increases and or decreases. As the researchers dig deep,

they found out that Sto. Niño high School is experiencing room congestion specifically

with almost all grade levels as DepEd order no. 41 define the class size range.

Recommendation

The researchers recommended that it would be better if all of the survey

questionnaire will be able to be collected in order to get the actual and precise answers.

And the researchers recommend that the school board should authorize additional study

of the impact of changing class size prior to taking any course of action that would affect

class size and student’s academic performance.

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 24

Appendix A

Grade and Section Population Percentage of Respondents Respondents

Grade 7
Temperantia 63 6.20% 18
Prudentia 63 6.20% 18
Lustitia 62 6.10% 18
Clementia 60 5.91% 17
Fortitudo 61 6.00% 17
Grade 8
Humilitas 70 6.89% 20
Humanitas 73 7.19% 21
Liberalitas 71 6.99% 20
Industria 68 6.69% 19

Grade 9
Sapientia 57 5.61% 16
Carititas 58 5.71% 16
Patientia 57 5.61% 16
Prudencia 54 5.31% 15

Grade 10
Spes 68 6.69% 19
Fides 65 6.40% 18
Caritas 66 6.50% 19

Total 1016 100.00% 287

Table 1. Distribution of informants per section
THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 25

Grade Level Population (Grade Level) Percentage Informants

7 309 0.3041 87

8 282 0.2776 80

9 226 0.2224 64

10 119 0. 1959 56

total 1016 1 287

Table 2. Distribution of informants per grade level

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 26

Appendix B

Direction: Answer the following questions with full honesty. Check the circle beside your

answer. Only one answer is acceptable.

Name: ________________________________________

Age: O 12-13 O 14-15 O 16-17 O 18-19 O 20 and above

Class standing/Achievement/s: O with honors O with high Honors O none

Gender: O Male O Female

Grade level: O Grade 7 O Grade 8 O Grade 9 O Grade 10

1. How many are you in your section last school year?

O Below 30 O 60-70

O 40-50 O 70 and above

2. What is the ideal class size?

O below-30 O 60-70

O 40-50 O 70 and above

3. Has your class size changed in the past 3 years?

O Yes, they have increase

O No, they stay the same

O Yes, they have decrease

4. What was your general average on the first quarter of the previous school year?

O 70-74 O 81-86 O 93-98

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 27

O 75-80 O 87-92

5. How many are you in your section at present?

O Below 30 O 60-70

O 40-50 O 70 and above

6. What is your general average for the first quarter of 2018-2019?

O 75-80 O 87-92 O I didn’t get my card

O 81-86 O 93-98

Direction: On the scale 1-5, rate the following statement related to your classroom

environment. Check the specific box that contains your answer. Only one answer/ ratings

is acceptable.

Statements related to 5 4 3 2 1

classroom environment (strongly Agree) (Somehow agree) (Agree) (Disagree (Strongly disagree)

1. Class size has a direct

impact on my

achievement.

2. Larger class size

contributes decrease in

my academic

achievements.

3. Larger class size affects

the discipline of my

classmates.

4. Smaller class size

makes the teacher voice

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 28

more hearable.

5. Smaller class size lead

to my faster learnings.

6. I prefer to study with

few classmates only.

THE RELATIONSHIP OF CLASS SIZE IN STUDENT’S ACADEMIC PERFORMANCE 29

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