Felix Irisari Villamer Action Research

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I
PERCEPTIONS OF ENGLISH TEACHER ON THE CLASS SIZE IN ACQUIRING
LEARNING
Felix, Naomi Pacita R.
Irisari, Natalie Paula A.
Villamer, Girlie G.
February 2022
Alabang-Zapote Road, Pamplona 3, Las Piñas City, 1740 Philippines • Tel. No.: (02) 871-0639
www.perpetualdalta.edu.ph
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II
Abstract
This study aims to address the Perceptions of English Teacher on the
Class Size in Acquiring Learning. The study focuses on the impacts of class sizes in
acquiring learning, if class size affects learning, and the teaching strategies used in
larger class sizes and smaller class sizes. The study used Narrative Design under the
Qualitative Research utilizing purposive sampling technique in choosing the
respondent in order to gather the necessary data needed for the study. The findings
show that there is a difference in learning when it comes to larger and smaller class
sizes. Different strategies utilized to accommodate large and small class sizes in order
to engage the students to participate during class activities and to monitor their
progress. With this, the proposed action plan can be of use to teachers facing the
same situation.
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III
TABLE OF CONTENT
PAGE
TITLE PAGE I
ABSTRACT II
TABLE OF CONTENTS III
I. INTRODUCTION
Review of Related Literature and Studies 4
Theoretical Framework 9
Statement of the Problem 10
Purpose of the Study 10
Definition of Terms 11
II. METHODS AND PROCEDURES 12
III. RESULTS AND DISCUSSION 13
IV. CONCLUSIONS/RECOMMENDATIONS 18
PROPOSED ACTION PLAN 19
REFERENCES 20
APPENDICES
A. Curriculum Vitae 23
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INTRODUCTION
Review of Related Literature and Studies
Yaacob, Shapii, Al-Rahmi, and Saad (2018), stated that the English
language is extensively spoken, written, read, and understood around the world. It is
regarded as the most common language, as evidenced by the fact that English has
evolved from a remote island nation's native language towards the most widely taught,
displayed, read, and spoken language the world has ever known. The importance of the
English language is global in scope, as it is employed for economic progress, technical
advancement, and globalization. It is also critical for the creation and use of the Internet
and the World Wide Web.
Based from the study of O’Neill (2012), changes in teaching and learning
processes that occur in larger classes have been proven to have the greatest negative
impact on success of the Ministry of Education's priority populations of learners. In other
words, there is strong evidence that the Treasury's proposal to increase student-to-
teacher ratios in schools will result in worse quality learning experiences and lower
accomplishment amongst some of the pupils the Department wants to ensure that
learning and understanding will achieved more.
As a school's population is growing, class sizes grow larger, and academic
achievement becomes a concern. The number of students in a particular course or
classroom, particularly the number of students taught by individual teachers in a course
or classroom or the average number of students taught by teachers in a school or
educational system, is referred to as class size. The number of students engaging in a
learning event could also be referred to as the term. Teachers have little or no control
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over class size, which is almost an administrative decision. Class size is a term used in
education to describe the average number of students per class in a school (Ayeni, and
Olowe, 2016).
As Yelkpieri, Namale, Esia-Donkoh, and Ofosu-Dwamena, (2012), stated in
their study one of the issues that developing countries have been battling with in the
educational sector is large class sizes. Ghana, as a developing country, is no different,
and it has its fair proportion of this issue at the pre-university and tertiary levels of
education. At the tertiary level, the sight of big classes is revolting and a source of
frustration for lecturers. Education has been identified as a powerful weapon for breaking
the cycle of poverty and laying a solid basis for a country's socioeconomic progress.
Governments all around the world are putting a lot of focus on educational development
in many countries in this regard.
Thng (2016), the study of class size has a long history. To date, increased
data from causal research suggests that reduced class sizes benefit students in the short
and long term. The knowledge of how reduced class sizes benefit students. Despite the
weight of the evidence and the rising implementation of class size reduction policies at
the state level in the United States, there are still disagreements about class size policy.
Expense has frequently been mentioned as a barrier, and it has even been mentioned in
state election ballots. When it comes to reducing class sizes on a large scale, practical
concerns such as finding and training the requisite number of qualified instructors, as
well as the challenges of constructing additional classrooms, are significant.
Students who are in smaller class sizes tend to have a higher rate of
teacher-student interaction than those in the bigger class sizes. Those in smaller
classrooms gain a more intense individual attention from the teachers which helps them
improve their chances of accumulating learning, engaging in active learning, and to
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achieve higher grades. A study was also conducted by Babcock and Betts (2009), found
those in smaller classrooms to have a decrease in misbehavior and an increase in
positive learning behaviors. With this, reducing classroom sizes showed positive results
in the effectiveness towards teaching styles and strategies, like having more focus in
instructing students and addressing their problems to aim an increase of class
engagement, betterment of interactions, humor used in class, and solidifying classroom
rules and organization. K-12 teachers also prefer smaller class sizes than a higher
salary.
According to Kwon, Lin, and Zhang (2018), Teachers are convinced that
larger classes tend to have more problems and it is difficult to teach as well. Meanwhile,
smaller classes allow a better context for teaching them and meeting their needs. A
survey was conducted by the Association of Teachers and Lecturers (ATL) in 2009
among teachers and the results found that most of the teachers feel like there should be
a maximum number of students in a classroom, some believed that the current teacher-
student ratios were preposterous, and that large classes affects pupil concentration and
participation, and even for the teacher’s stress levels.
As stated by Blatchford, and Russell (2020), an increase in class size
(Elementary and Secondary) will negatively affect the student’s learning effectiveness.
This raised questions and concerns on the student’s overall learning performance, since
study shows that distractions and discouragements to involve themselves in class
discussion are one of the experiences in a large class size. Glass and Smith (1979)
conducted a meta-analysis to find out the effects of class size in student or learning
achievements, in which the results show that smaller class sizes tend to get higher
learning achievements in different subjects.
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Shi (2019), a small class size usually indicates “more quality learning” in
higher education, and research suggests that teachers in small class sizes are using
activities that are student-centered and involves both physical and mental learning like
working in groups and simulations. With this, they call attention to the professional
developers that smaller class sizes are best in teaching for such activities to focus on
student performance and retention. Class sizes affect aspects like student achievement
and engagement, attitude, and evaluations of teaching. Sapelli and Illanes (2016) stated
that students give higher ratings to teachers when the class size is smaller. This
hypothesized that there is a greater engagement with pedagogy, use of more interactive
learning approaches, and personalization, and even giving students more individual
attention.
Based on the research conducted by Bartholomew, Bergom, and Wright
(2017), larger classrooms have different effects on student outcomes when it comes to
higher education. But with the increasing enrollment rates and financial pressure, larger
class sizes cannot be helped, which draws more attention to the said issue. An increase
in class size with STEM subjects shows significant impact on student achievements
more than non-STEM subjects. In this case, smaller class sizes would be beneficial to
certain categories.
According to the research of Aoumeur (2017), the practical problems faced by
students and teachers increase and change in their nature as class size increases,
especially in tertiary level institutions where the student population is more diverse and
the teaching staff have to deal with a variety of factors, such as student ability,
background, age and experience. There is no doubt, according to Biggs, that these
factors should be taken into consideration while designating a class as large or ‘too
large’ however, the skills, competencies and ability of the lecturer are also important
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factors. Many studies have recognized the central role of the teacher in promoting the
quality of education. Indeed, many studies have shown that teacher competency is a
more significant determinant of student learning than class size.
Based from news reported by Flaherty (2020), temple University's general
education program further supports the “small isn’t all” argument. It encourages
educational researchers to look deeper at the effect of class size on student success,
and to the effect of peers as well as teaching methods, especially in an era of
constrained resources. The study also has some hidden implications for COVID-19-era
instruction, since professors teaching remotely or in hybrid models arguably have more
flexibility with respect to class size. “In terms of student race and gender, the findings for
underrepresented groups contrast with previous research, which has found that smaller
class sizes correlate with improved academic outcomes,” states the new study,
published in Educational Researcher. That's probably because “the effect of class size is
far more nuanced than historically discussed.”
According to DEpEd Order No. 62, s. 2004 DepEd Double Shift Policy and
Class size in Public schools (2016), the benefits of smaller class size- for both students
and teachers are abundantly. Class size reduction in the early grades with a qualified
teacher leads to higher student achievement in reading and math. In Elementary Level
the schools holding 3 or 4 shift classes; schools already operating on 2 shifts shall be
maintained; schools in city divisions still on single shift; schools in non-city divisions on
single shift with classroom-pupil ratios of 66 and above; black zone schools. While on the
Secondary Level schools in non-city divisions with classroom-pupil ratios of 65 and
below and operating on a single shift will remain on single shift. The DepEd Average
Class Size shall range from a minimum of 15 pupils/students to a maximum of 65
pupils/students per class. The average class size shall be 50.
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Based form Burch (2019), class size can be a factor in a student’s course
experience and outcomes, as well as in an instructor’s experience teaching a course
(Lowenthal, Nyland, Jung, Dunlap, & Kepka, 2019). The reason for this is that class size
is positively correlated with the amount and quality of interaction between instructors and
students in the course (Parks-Stamm et al., 2017). Although class size can make a
difference to students and instructors, it’s important to remember it is only one of many
variables related to the course that has an effect. While research findings on optimal
class size vary (Sorenson, 2015) (Taft, Perkowski, & Martin, 2011), some recommended
size ranges appear again and again, depending on the type of course (e.g., lower-level
vs. advanced), the goals of the course (e.g., survey vs. writing-intensive), and the
amount of prior experience the instructor has with online education.
Theoretical Framework
Behaviorism by John B. Watson
Behavior and attitude of students towards classes are highly affected by
their environment; it can either be positive or negative. With this, students tend to be
influenced by the people around them and the overall atmosphere of their surroundings.
Behaviorism by John B. Watson discusses that a positive stimulus is introduced to
produce desirable outcomes. Relating it to the study, the positive stimulus can differ from
class sizes, wherein for smaller class sizes, the positive stimulus comes in a form of
additional grades and points, and a form of groupings for larger class sizes. Therefore,
the researchers would like to address the Perceptions of of English Teacher on the Class
Size in Acquiring Learning.
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Teachers adjust their teaching strategies when a change of class sizes occur. This helps
provide individualized instruction and higher quality instruction in general. Smaller class
sizes tend to focus more on the class materials and instruction than in classroom
management.
Statement of the Problem
1. What are the impacts of class size in acquiring learning?
2. Is class size significant in acquiring learning?
2.1. Advantages of smaller/larger class
2.2. Disadvantages of smaller/larger class
3. What kind of teaching strategies do you utilized on teaching?
3.1 Strategies in larger class size
3.2 Strategies in smaller class sizes
4. What plan of action can be done?
Purpose of the Study
Teachers. The study is significant to the teachers because it would be relevant to them
once they encounter different class sizes and its effects on how they acquire learning.
Students. The study is significant to students as well since they are the ones who will be
greatly affected by it.
Administrators. The study is significant to them since they will be the ones who will be
able to control the distribution of students inside a classroom. They will also address
problems and complains of parents who they might deal with regarding this issues.
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Definition of Terms
The terms mentioned in the study are defined under this category and have
used operational definition to give meaning to the words found in the study.
Class size. This refers to the number of students inside a classroom.
Engaging. This refers to the strategies being used by teachers to get the
attention of the students.
Tending. This refers to applying someone’s attention to something or
someone.
Assessments. This refers to the tool being used by the teacher in order to
monitor students’ progress.
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Methods and Procedures
This study employs the descriptive research is a type of research that describes a
population, situation, or phenomenon that is being studied. It focuses on answering
the how, what, when, and where questions If a research problem, rather than the why.
This study uses the purposive sampling technique.
To conduct this study the researchers, ask permission to the selected teacher for
them to become the respondent. The Researchers gather information using interview
that undergoes recording, the Researchers interview the respondents via Zoom.
Researchers transcribed the data that and analyze to get theming on the data result.
The Researchers analyze and interprets according to specific problem.
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Results and Discussion
1. What are the impacts of class size in acquiring learning?
Theme 1: Monitoring Students' Progress
Theme 1, which is Monitoring Students' Progress, was emphasized by the
respondent due to the fact that there is a huge difference between checking up on larger
and smaller class sizes, the respondent stated,
"If the class is big, the class size, because the teacher won’t
be able to monitor every student, especially, if the students are like thirty,
forty, fifty, fifty per classroom. Okay, so most probably the teacher will just
assign tasks, and the teachers will just check, the progress is not being
checked."
This shows that it is harder to check the progress of students in a larger
classroom because of the amount of students needed to be checked. The respondent
also stated,
"Advantages of smaller classes, you would be able to track
down the students’ progress."
This indicates that in smaller classrooms, they are able to track down the
students' progress due to the amount of students inside the classroom.
According to Matthew and Poehner (2018), the evaluation may best help
teaching and learning when the two activities are coordinated. It is focused with
assessments that are conducted for formative learning rather than summative for
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evaluation of learning purposes and it displays a dedication to understanding student
capacities as they grow. Feedback is viewed as a critical component in adjusting
classroom education to different learner skills.
Theme 2: Engaging Students
Theme 2, which is Engaging Students, was also emphasized by the
respondent due to the fact that there is a significant difference of participation during
classes between larger class sizes and smaller class sizes. The respondent stated,
"....when in smaller class size, the disadvantage is the lack
of participation because you cannot maximize the participation."
This shows that students in smaller class sizes participate less because of
the amount of students inside the class which makes them shy to speak up. The
respondent also stated,
"If larger classes, maximum participation. What else? And of
course, there would be a lot of peer tutoring."
This shows that larger class sizes have more participation and also helps
with learning because they can teach other
Based on the study conducted by Dr. Delfino (2019), Student involvement
is one of the major notions that is used to understand the behavior of the student
towards the teaching-learning process. Understanding student conduct at academic
institutions will give you a better idea of how the university's instructions and academic
procedures work. As such, it might be employed as a powerful tool by the teachers and
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academic supervisors to build effective pedagogical strategies to maximize the learning
experiences of the students.
2. Is class size significant in acquiring learning?
Theme 1: Tending To Students
Theme 1, which is tending to Students, was mentioned by the
respondent due to the fact that there is a significant difference between helping and
guiding the students in larger classrooms and in smaller classrooms. The respondent
stated,
"But for the small classes, the teachers would be able
to focus on which students are struggling.... and you have much time,
more time, to focus on the students."
This shows that teachers who handle smaller class sizes can easily
focus on each student because they have more time to do so.
For years, researchers have looked into the effects of class size on
student achievement. Therefore, the size of classes today is troubling. When class sizes
were reduced, children saw significant improvements in reading, language arts, and
math exam results. The CSR program, manner of instruction, budgetary elements,
classroom and student effects, mathematics achievement, language teaching, and
reading achievement were all used to perform a research study on class size (2016).
3. What kind of teaching strategies do you utilize in teaching?
Theme 1: Giving Class Activities
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Theme 1, which is Giving Class Activities, was mentioned by the
respondent because it is crucial to give classroom activities to both class sized: large
and small. The respondent stated,
"In larger class sizes] I always assign my students
groupings, and I usually do the groupings through spin the wheel para
hindi sila magrereklamo kung sino groupmates nila...."
As mention in the study of Edusoft (2022), teachers split larger
classes into groups in order to keep lessons relatively short and fun as well. The teacher
would cover more material quickly once the classroom is classified into certain groups.
This shows that groupings are usually done to larger class sizes to easily
get their participation in classroom activities. The respondent also stated,
"I also do individual assesments [for smaller class
sizes]...."
This shows that individual assessments are given to students in
smaller class sizes to easily monitor their participation and progress.
Teachers have more time to cover additional material and use more
supplementary texts and enrichment activities. They have more time to teach because
students in smaller class size don't usually have discipline problems (Chen, 2021).
Theme 2: Preparing of Class Materials
Theme 2, which is Preparing of Class Materials, was also mentioned
by the respondent due to the fact that being ready for class would help the overall
engagement of students. The respondent stated,
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"....dapat magaling ka rin mag isip ng activities that
will help students to be engaged"
According to Kyriacuo (2019), learning lies at the heart of the
planning process. Teachers must always consider the learning activity you have made to
be experiences and manipulated by the students in order to achieve the learning
outcomes you have intended to be met.
This shows that teachers should think of ways on how to make the
students participate during class. The respondent also stated,
"kapag ka group activity so you should always have a
rubric...."
This shows that rubrics should also be used in grading group
activities to avoid biases and prejudices.
Teachers have more time to cover additional material and use more
supplementary texts and enrichment activities. They have more time to teach because
students in smaller class size don't usually have discipline problems.
Based on the study of Brookhart (2018), rubrics help assess an
assessment's purpose and it helps describe the criteria in the overall performance. It is
very useful in grading more than learning, and equates to positive outcomes in different
studies. It helps articulate expectations from students in their work and would be easily
identified for them to meet it.
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Conclusions / Recommendations
Conclusion
1. The teacher finds it hard to monitor students' progress in larger class sizes than in
smaller class sizes. Students in larger class sizes also tend to participate more in
classroom activities than students in smaller class sizes.
2. The teacher easily monitors students in smaller class sizes because they have
more time to do so.
3. The teacher gives individual assessments for students in smaller class sizes and
gives group activities for students in larger class sizes. Rubrics are also utilized in
group activities to avoid biases
Recommendation
1. Teachers should identify what motivates the students to maximize class
participation.
2. Teachers should allot time to keep track of students in larger class sizes.
3. Teachers should find alternatives or utilize other strategies to monitor students'
progress for both class sizes.
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Proposed Action Plan
Based on the conducted interview regarding the perceptions of English
Teacher on the class size in acquiring learning, the researchers have come up with a
plan of action to create online content, specifically vlogs, to address and give strategies
to accommodate both larger and smaller class sizes. The vlogs would be publicly posted
on YouTube so that it would be easily accessible to everyone. The content topics would
focus on classroom strategies that can be utilized for larger class sizes and smaller class
sizes.
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A.A. (2018), Factors affecting students' learning strategies at school, January 2018,
<https://www.researchgate.net/publication/329573337_Factors_affecting_students
%27_learning_strategies_at_school>
Yelkpieri, Daniel, Namale, Matthew, Esia-Donkoh, Kweku, and Ofosu-

Dwamena, Eric, (2012), Effects of Large Class Size on Effective Teaching and Learning
at the Winneba Campus of the UEW (University of Education, Winneba), Ghana, (2012),
<https://files.eric.ed.gov/fulltext/ED532900.pdf>
Las Piñas Campus
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Appendices
CURRICULUM VITAE
NAOMI PACITA ROXAS FELIX
21 Daisy Rd. Pilar Village Las Pinas City
09951565099
naomifelix112699@gmail.com
EDUCATIONAL BACKGROUND
College
Bachelor of Secondary Education, Major in English
University of Perpetual Help System - DALTA
Alabang-Zapote Road, Almanza Uno, Las Piñas City
Secondary
Senior High School
Las Pinas City National Senior High School Dona Josefa Campus 2018
Almanza Uno Dona Josefa Las Pinas City
Junior High School

Las Pinas National High School Almanza 2016
Lazo Court St. Las Pinas City
Primary
Pilar Village Elementary School 2012
Binggas St. Pilar Village Las Pinas City
Las Piñas Campus
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WORKING EXPERIENCE
SEMINARS ATTENDED
 Enrichment Seminar: "Capability Building for Campus Journalists" (August 16,

2018)
 Enrichment Seminar: "Incorporating Floor Time in Teaching Strategies" (August
24, 2019)
 Cultural Exchange and Enrichment Seminar on English Communication for
Thai Teachers: "Exploring Opportunities through International Linkages"
(September 11, 2019)
 Webinar: "Developing the Whole Child and How the Domains are
Interconnected" (February 27, 2021)
 Webinar: "1st Virtual International Interdisciplinary Research Festival 2021"
(March 4-5, 2021)
PERSONAL DATA
Date of Birth : _____November 26, 1999______
Sex : __________Female___________
Age : ____________21_____________
Civil Status : __________Single____________
Citizenship : __________Filipino___________
Religion : _________Christian___________
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Natalie Paula A. Irisari
B21 L12 Switzerland St., Veraville Townhomes Classic, Las Piñas City
+6396 5148 8943/8650-5021
irisarinatalie@gmail.com
College
Secondary
Senior High School
Graduated in 2018
Junior High School

Mary Immaculate Parish Special School
Graduated in 2016
Avocado Drive, Agro Homes 1, Moonwalk Village, Las Piñas City
Primary
Mary Immaculate Parish Special School
Graduated in 2012
Avocado Drive, Agro Homes 1, Moonwalk Village, Las Piñas City
WORKING EXPERIENCE
Las Piñas Campus
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SEMINARS ATTENDED

2018)
 Enrichment Seminar on Competency Framework for Southeast Asian Teachers
24, 2019)
 Webinar: "High Performing Teachers in the New Landscape of Education"
(November 4, 2020)
 Webinar: "Concept Paper and Financial Report Enhancement Webinar"
(November 14, 2020)
(March 4-5, 2021)
PERSONAL DATA
Date of Birth : ______October 21, 1999______
Sex : __________Female___________
Age : ____________21_____________
Religion : _________Roman Catholic_____
Las Piñas Campus
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GIRLIE G. VILLAMER
82-1390 Camachile St. CAA Las Piñas City
09560460477
ggvillamer11@gmail.com
College
Secondary
Senior High School
Las Piñas City Senior High school CAA Campus
Graduated year 2018
119 Saging St., Phase II, Bf Int’l Village, CAA Las Pinas City
Junior High School

Captain Albert Aguilar National High school-Main
Graduated year 2016
Balikatan St., CAA Rd, Bf Int’l Village, CAA Las Pinas City
Primary
CAA Elementary School- Main
Graduated year 2012
Patola St,. Phase II, Bf Int’l Village, CAA Las Pinas City
WORKING EXPERIENCE
SEMINARS ATTENDED
Las Piñas Campus
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2018)
 Enrichment Seminar on Competency Framework for Southeast Asian Teachers
24, 2019)
 Webinar: "High Performing Teachers in the New Landscape of Education"
(November 4, 2020)
 Webinar: "Concept Paper and Financial Report Enhancement Webinar"
(November 14, 2020)
(March 4-5, 2021)
PERSONAL DATA
Date of Birth : ______ July 11, 2000______
Sex : __________Female___________
Age : ____________20_____________
Religion : _________Roman Catholic_____
Las Piñas Campus
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Las Piñas Campus

Felix Irisari Villamer Action Research

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UPHSD-LP-CED-SPF-07

PERCEPTIONS OF ENGLISH TEACHER ON THE CLASS SIZE IN ACQUIRING

Felix, Naomi Pacita R.

Irisari, Natalie Paula A.

This study aims to address the Perceptions of English Teacher on the

Qualitative Research utilizing purposive sampling technique in choosing the

TABLE OF CONTENTS III

Review of Related Literature and Studies 4

Statement of the Problem 10

Purpose of the Study 10

II. METHODS AND PROCEDURES 12

III. RESULTS AND DISCUSSION 13

PROPOSED ACTION PLAN 19

Review of Related Literature and Studies

English language is global in scope, as it is employed for economic progress, technical

and the World Wide Web.

impact on success of the Ministry of Education's priority populations of learners. In other

learning and understanding will achieved more.

As a school's population is growing, class sizes grow larger, and academic

achievement becomes a concern. The number of students in a particular course or

classroom, particularly the number of students taught by individual teachers in a course

or classroom or the average number of students taught by teachers in a school or

educational system, is referred to as class size. The number of students engaging in a

As Yelkpieri, Namale, Esia-Donkoh, and Ofosu-Dwamena, (2012), stated in

educational sector is large class sizes. Ghana, as a developing country, is no different,

in many countries in this regard.

well as the challenges of constructing additional classrooms, are significant.

improve their chances of accumulating learning, engaging in active learning, and to

those in smaller classrooms to have a decrease in misbehavior and an increase in

instructing students and addressing their problems to aim an increase of class

engagement, betterment of interactions, humor used in class, and solidifying classroom

According to Kwon, Lin, and Zhang (2018), Teachers are convinced that

participation, and even for the teacher’s stress levels.

As stated by Blatchford, and Russell (2020), an increase in class size

study shows that distractions and discouragements to involve themselves in class

learning achievements in different subjects.

Based on the research conducted by Bartholomew, Bergom, and Wright

According to the research of Aoumeur (2017), the practical problems faced by

more significant determinant of student learning than class size.

Based from news reported by Flaherty (2020), temple University's general

and to the effect of peers as well as teaching methods, especially in an era of

far more nuanced than historically discussed.”

Secondary Level schools in non-city divisions with classroom-pupil ratios of 65 and

Class Size shall range from a minimum of 15 pupils/students to a maximum of 65

pupils/students per class. The average class size shall be 50.

experience and outcomes, as well as in an instructor’s experience teaching a course

amount of prior experience the instructor has with online education.

Behaviorism by John B. Watson

Behavior and attitude of students towards classes are highly affected by

Behaviorism by John B. Watson discusses that a positive stimulus is introduced to

Size in Acquiring Learning.

Statement of the Problem

1. What are the impacts of class size in acquiring learning?

2. Is class size significant in acquiring learning?

2.1. Advantages of smaller/larger class

2.2. Disadvantages of smaller/larger class

3. What kind of teaching strategies do you utilized on teaching?

3.1 Strategies in larger class size

3.2 Strategies in smaller class sizes

4. What plan of action can be done?

Purpose of the Study

greatly affected by it.

Class size. This refers to the number of students inside a classroom.

attention of the students.