THE EFFECTS OF CLASS SIZE TO STUDENTS’ ACADEMIC PERFORMANCE AT

JESUS F. MAGSAYSAY TECHNICAL VOCATIONAL HIGH SCHOOL S.Y 2023-2024

HONEY GALLE ESPAÑOLA

JUDITH SILAGAN

MARIFE YRABON

LAARNIE OCAMPO

HEZEKIAH SANCHEZ

ADRIAN EDQUIBAL

MARK DEL BARRIO

KERK MINIMO

A Research Presented to Jesus F Magsaysay Technical Vocational High School

San Jose, Castillejos, Zambales

In Partial Fulfilment of Requirements in Practical Research 2

GRADE 12 HUMSS B

January 2024
ABSTRACT

This study investigated the effects of the class size on student and teacher

performance in Jesus F. Magsaysay Technical Vocational High School. The objective of this

paper is to examine the negative or the positive effects of a large or small class size on

student’s academic performance. Researchers surveyed thirty (30) conveniently sampled

Grade 11-12 students from Jesus F. Magsaysay Technical Vocational High School. We

assessed the effects of class size to focus, participation, and engagement, and the support and

attention from the teacher through the use of Likert-scale. Findings reveal that students

strongly agree that class size can heavily affect their focus and participation in class. With a

weighted mean of 4.23, we assessed that smaller class size aligns with better engagement,

focus and participation, and therefore also aligns with a more positive academic performance.

Findings also reveal that teachers can give more support and attention to students in a smaller

class size (weighted mean: 4.11). In conclusion, most of the Grade 11-12 students from Jesus

F. Magsaysay Technical Vocational High School agree that their class size heavily affect

their focus, participation, engagement, the support and attention they may get from the

teacher. We conclude overall, that a smaller class size positively impacts the academic

performance of students.
 CHAPTER I

THE PROBLEM AND IT'S BACKGROUND

Background of the Study

Education is one of the most important aspects of a country. This is because it is the catalyst

for development and progression in the country. Education is influenced by many, one of which is its

class size.

In the Philippines, the average class size is 50, wherein a class would consist of the minimum

15 to a maximum of 65 students, according to the Department of Education. As school population

grows, so will the class size of each room. Class size is one of the debated factors that affects

student’s academic performance. It is a topic often mentioned as one of the influencing determinant

of student’s academic performance, achievements, school administration, budget and quality.

According to Blatchford, Russel, Basset, Brown & Martin, 2022, larger class size are more

disoriented resulting into a classroom more focused on the student’s behavior rather than their

academic prowess. In that previously cited literature, they also mention that class size affects the

classroom management and the classroom instructions. However, there are many who debated this.

According to Matt Barnum, 2022, while students may often do better in a smaller class size,

there is no agreement on exactly how much better it is and it remains an open question whether or

whether not class size reduction is a good use of funds.

 Understanding if there are large effects of class size to student’s academic performance is

vital to students and educators. The study's objective is to determine the effects of class size to Grade

11-12 students of Jesus F. Magsaysay Technical Vocational High School.

Statement of the Problem

The impact of class size on student academic performance. The respondents of this study

were the Grade 11 and 12 students coming from different strands. This study sought to find the

answer of the following:

1. Profile of the respondents based on their:

1.1 Sex;

1.2 Age;

1.3 Strand;

1.4 Grade;

2. What are the impacts of class size on student’s performance:

2.1 Support and Attention from the Teacher;

2.2 Focus, Engagement and Participation in Class;

Significance of the Study

 This study can help in understanding how class size can affect student performance and can

help to progress student’s education. Studies results may find underlying problems and uncover

critical areas in the educational process that may help in student’s academic prowess and of course,

lead to progress in education.

This can be helpful to:

Students - study’s results may not only show the effects of class size to students but also what the

average student might prefer in terms of the number of class sizes.

Teachers and School Institutions- the study can be beneficial to teachers and school institutions as

well as it can serve as a guide to know how class sizes can influence the student's performance.

Future Researchers - study’s results can be used as reference by other researchers and help future

students and teachers as well.

Scope and Delimitation

Thirty high school students from G12-11 in Jesus F Magsaysay were conveniently sampled

and chosen as our respondents, therefore only those who were available at the time of our survey

were given a questionnaire. Each of the respondents are given the same questionnaires to answer.

This study limits its coverage and specifically focuses on the senior high school students. This study

also focuses only on the current G11-12 students of the present school year, 2023-2024.
 CHAPTER II

REVIEW AND RELATED LITERATURE AND STUDIES

This chapter primarily presents of the related literature and studies from previous research of

both local and foreign researchers which have significant knowledge on the problems included in the

research.

Review and Related Literature of the Study

The research literature on the effects of class size on student academic performance is mixed.

Some studies suggest that smaller class sizes lead to better academic outcomes, as students may

receive more individualized attention and engage more actively in class. However, other research

challenges this notion, indicating that factors like teacher quality and instructional methods play

significant roles. The relationship between class size and student performance is complex, influenced

by various variables that researchers continue to explore.

While research on the relationship between general education class size and student

achievement is plentiful, research on class size in special education is scarce, even though class size

issues must be considered particularly important to students with special educational needs. This

summary is based on a systematic review that sought to examine the effects of small class sizes in

special education on the academic achievement, socioemotional development and well-being of

children with special educational needs. Furthermore, the review aimed to perform a qualitative

exploration of the views of children, teachers and parents concerning class size conditions in special

education. A secondary objective was to explore how potential moderators (e.g. performance at

baseline, age, and type of special educational need) affected the outcomes. [This summary is based
on Bondebjerg, A., Dalgaard, N. T., Filges, T., & Viinholt, B. C. A. (2023). The effects of small

class sizes on students’ academic achievement, socioemotional development and well-being in

special education.

According to Department of Education (DepEd) Class size shall range from a minimum of 15

pupils/student to a maximum of 65 pupils/students per class. The average class size shall be 50.

Research by Hattie (2005) suggests that smaller class sizes tend to have a positive impact

on academic achievement, with increased opportunities for individualized instruction and improved

teacher-student relationships. However, conflicting findings exist in the literature, as some studies

(Dynarski et al., 2018) argue that the relationship between class size and academic performance may

vary across different educational contexts.

Furthermore, the Tennessee STAR project (Finn & Achilles, 1999) conducted a landmark

longitudinal study, revealing that students in smaller classes demonstrated higher academic gains,

particularly in the early grades. This study emphasized the potential long-term benefits of reduced

class sizes on educational outcomes.

Conversely, other researchers (Angrist & Lavy, 2002) propose that the impact of class size

on academic achievement may depend on various factors, including teacher quality and teaching

strategies. In some cases, larger class sizes may not necessarily lead to decreased academic

performance if teachers effectively manage their classrooms.

Despite the existence of a considerable and current educational literature concerned with

the effect of class size on student achievement, the results of attempts to empirically identify the
relationship between the variables class size and student achievement are mixed at best. These

attempts have typically been hindered, however, by the existence, at least, of one of four factors: (1)

the use of a student/teacher ratio as the measure of class size resulting in measurement error; (2) the

estimation of a mis‐specified model resulting from the failure to control for family effects (i.e.,

student innate ability); (3) the general failure to take into account the endogeneity of class size with

respect to student achievement; and (4) the employment of an incorrect functional form when

specifying the relationship between class size and student achievement. The purpose of this paper is

to investigate the effect of class size on student achievement, unhindered by the existence of the four

factors typically associated with prior attempts. The results of this reinvestigation suggest that the

relationship between class size and student achievement is not only non‐linear, but non‐monotonic.

CONCEPTUAL FRAMEWORK

Input Process Output

Respondent’s Info 1. Surveys 1. Understanding the

1. Name 2. Data Collection Effects of Class size

2. Age 3. Discussion and to Student's

3. Sex analysis of results Academic

4. Grade Performance

5. Strand

6. The Effects of

Class Size to

Student’s Academic

Performance

Figure 1. Research Paradigm

Input consists of the responders’ profile. The second box begins the process of data collection,

through surveys, researchers gathered data and analyzed the results through quantitative

interpretation. After that comes the third box, which is determining the effects of class size to

student's performance through the results that the researchers had gathered and analyzed.

Null Hypothesis

Null Hypothesis (H0): Class size does not significantly affect student academic performance.

Definition of Terms

Class size – the number of students in a given course or classroom.

Academic Performance – skills of students reached in the academic context.

Individualized Instruction – a method of teaching that follows the pace of the learner.

Teaching Strategies – the different methods that can be used to teach.

Classroom – a room in school where students are taught.

Respondents – people who answered the survey.

CHAPTER III
 METHODOLOGY OF THE STUDY

This chapter reveals the methods of research to be employed by the researcher in conducting

the study which includes the research design, population of the study, research instrument and its

development establishing its validity and reliability, data gathering procedures, and the appropriate

statistical treatment of data.

Research Method and Techniques

This study will employ Descriptive survey research design to achieve the understanding of

the effect of class size to student academic performances. This study was made by the means of

quantitative method. The researcher attempts to get the answer to an aforementioned problem and to

justify and satisfy the objective of the study.

Population and Sample Used

This study was conducted at Jesus F. Magsaysay Technical Vocational High In terms of the

number of students, Jesus F. Magsaysay Technical Vocational High School is a relatively small

school in Castillejos, Zambales. There are more than 750 students who are currently enrolled in this

school year and 40% of this population is Grade 11 and Grade 12 with the total of 410 students. The

researchers will select 30 students to take part in the survey. The researchers will randomly select a

percentage of volunteers from a population.

Research Locale
 School, located in San Jose, Castillejos, Zambales.

Figure 2. Jesus F. Magsaysay Technical Vocational High School

Research Instrument

The primary research instrument in this study was a survey questionnaire, intending to

investigate the possible effects of class size to student’s academic performance. The questionnaire

will be answered by conveniently sampled G11-12 students of Jesus F. Magsaysay Technical

Vocational High School. The survey consisted of two parts. The first part consists of the

respondent’s profile which will include the age, grade, strand and gender.

The second part will tackle the effects of class size to student’s performance, mainly the engagement,

focus and participation, and the varying support students may get from their teachers due to the class

size. These will be measured using the Likert Scale.

 5-Strongly Agree

4-Agree

3-Neutral

2-Disagree

1-Strongly Disagree

Data Analysis

The data that was obtained from the respondents was tabulated systematically in order to

obtain accurate information related to each element of the target population.

In analyzing the data gathered from respondents, the descriptive statistical technique like

the percentage distribution and mean for the different variables in the study will be used. The

data will be treated by the following:

1. Frequency and Percentage Distribution- the calculation of how many people fit into a

certain category or the number of times a characteristic occurs. This technique allow

researchers to have a glance at the entire data conveniently.

2. Weighted Arithmetic Mean- The weighted arithmetic mean was employed to quantitatively

measure the level of observing among the respondents regarding how the class size may

affect students’ academic performance. This method assigns different weights to the Likert

scale values (e.g., 1-5) to calculate an overall weighted mean score for each factor.

The overall mean scores were interpreted with the following interpretative values:
Scale Scale of Range Item Descriptive Rating

5 4.20-5.0 Strongly Agree

4 3.40-4.20 Agree

3 2.60-3.40 Neutral

2 1.80-2.60 Disagree

1 1.00-1.80 Strongly Disagree

Data Gathering Procedure

Step 1:

The researchers will construct a survey questionnaire focusing on the questions about the

effect of class size on student academic performances.

Step 2:

Before the researchers release the survey questionnaires to the respondents, the

questionnaires will be validated by the researcher adviser.

Step 3:

The survey questionnaires were given to respondents to know the effect of class size on

student academic performance.

Step 4:

After that, the researchers will employ statistical analyses and tests to determine the effect of

class size on student academic performance after collecting the data.

Data Processing and Statistical Treatment

The data will be gathered from the questionnaire was subjected by the statistical treatment in

order to ensure the reliability of the results.

The following is the statistical tools, which will be used to answer the problem proposed in

this study:

Weighted Mean. This was used to determine and consider the importance of some data values to

other values. Data elements with a high weight contribute more to the understanding of the Research

study.

The scale of statistical values used in this study is as follows;

Table 3. Scale, Scale of Range and the Item Descriptive Rating

 Scale Scale of Range Item Descriptive Rating

5 4.20-5.0 Strongly Agree

4 3.40-4.20 Agree

3 2.60-3.40 Neutral

2 1.80-2.60 Disagree

1 1.00-1.80 Strongly Disagree

Mean. This refers to the arithmetic mean (average) of the distribution.

The formula applied was;

Where:

X̄ is the mean

Σx is the sum of the scores

N represents the respondents

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

 This chapter of this research study presents, analyzes and interprets the gathered data

conveniently participants. The said data would then be presented in tabular form in accordance with

the specific questions on the statement of the problem.

I. Profile of the Respondents

Table 4.1 Frequency distribution of the Respondents in according to their Sex

Sex Frequency Percentage

Male 10 33.3%

Female 20 66.7%

Total 30 100%

Table 4.1 shows the percentage of respondents in terms of their sex. From those who were

surveyed, female respondents are mostly the ones who participated with a percentage of 66.7%, with

a total of female (20) respondents. Followed by 33.3% for males, which in total is about ten (10) out

of thirty (30) respondents.

Grade Level Frequency Percentage

CSS 12 3 10%

CSS 11 3 10%

H.E 12 4 13.3%

H.E 11 4 13.3%

HUMSS 11B 5 17%

HUMMSS 12B 4 13.3%

HUMSS 11A 3 10%

HUMSS 12 A 4 13.3%

TOTAL 30 100%
 Table 4.2 Frequency distribution of the Respondents in according to their Grade Level and Strand in

School

This table shows the profile of the student according their strand and grade level. The strand

and grade level that most respondents came from are from HUMSS 11-B, which has a percentage of

17%, with five (5) respondents, then followed by HUMSS 12-B, HUMSS 12-A, H.E 12 and H.E 11

which all has the same percentage of 13.3%, having four (4) respondents per mentioned section,

Then followed by CSS 12, CSS 11 and HUMSS 11-A which has three (3) respondents each and have

the percentage of 10%. This, in total sums up to 100% of students that participated in the survey.

II. Observation of the gathered data from the 1st part of the questionnaire

Table 5.1 The Effect of Class size to Student’s Academic Performance based on their Focus,

Participation and Engagement in Class

A. FOCUS, PARTICIPATION AND ENGAGEMENT Weighted Descriptive

Rank
IN CLASS Mean Value

1. I find it harder to focus when there are more people in

4.13 Agree 4
class.

2. It’s more rowdy and noisy at larger class size settings. Strongly
4.53 1
Agree

3. I can participate more in class in a smaller class size. 3.9 Agree 5

4. I can do my school works faster when there are less Strongly

4.33 2
people in the classroom. Agree

5. I feel comfortable to raise my hand and answer questions 4.26 Strongly 3

in a smaller class size. Agree

Strongly
Overall Observation 4.23
Agree

Level of agreement 4.20-5.00 (Strongly Agree), 3.40-4.19 (Agree), 2.60-3.39 (Neutral), 1.80-2.59

(Disagree), 1.0-1.79 (Strongly Agree)

This table shows the effect of class size to student’s academic performance based in Focus,

Participation and Engagement in Class. According to the given table, the students find it easier to

focus a smaller class size. This will lead to a much more in-depth understanding in lessons and

higher academic prowess. They can also participate more in school activities, are more engaged in

class, and finish their school works faster, positively affecting their academic performance.

In question number one (1) the total weighted mean is 4.13. That means that most

respondents had agree that they find it harder to focus when there are more people on class.

In question number two (2) the total weighted mean is 4.53, indicating that respondents

strongly agree that it’s more rowdy and noisy at larger class size setting.

In question number three (3) the total weighted mean is 3.9, meaning that most respondents

agree that they can participate more in class in a smaller class size.

In question number four (4) the total weighted mean is 4.33, signifying that students have

strongly agree that they can do their school works faster when there are less people in the classroom.
 In question number five (5) the total weighted mean is 4.26, meaning that the students often

strongly agree that they feel comfortable to raise their hand and answer questions in a smaller class

size.

III. Observation of the gathered data from the 2nd part of the questionnaire

Table 5.2 The Effect of Class Size to Student’s Academic Performance

Weighted Descriptive
B. SUPPORT AND ATTENTION FROM THE TEACHER Rank
Mean Values

1. When I am struggling in the lesson, my teacher has more Strongly

4.23 2
time to focus and help me when there’s a smaller class size. Agree

2. Me and other students can get more individualized attention

(e.g teacher can provide the different and necessary support 3.8 Agree 4

each student needs) in a smaller class size.

3. It’s more convenient for me to ask for help from my teacher Strongly
4.23 2
in small class. Agree

4. I feel comfortable to ask for clarifications on things I don’t

4 Agree 3
understand in a small class size.

5. Teachers can handle the class better when there is a smaller Strongly
4.3 1
class size. Agree

Overall Observation 4.11 Agree

Level of agreement 4.20-5.00 (Strongly Agree), 3.40-4.19 (Agree), 2.60-3.39 (Neutral), 1.80-2.59

(Disagree), 1.0-1.79 (Strongly Disagree)

This table shows the effect of class size to student’s academic performance based on the

Support and Attention from the Teacher. According to the given table, the students can receive more
attention and/or support from the teacher at a smaller class size and felt more at ease to ask and raise

questions. This will affect their academic performance exponentially, having a higher chance to

understand their lessons, receiving support when struggling and raise quality of work they’ll make.

In question number one (1), the weighted mean is 4.23, indicating that most respondents

strongly agree that the teacher has more time to focus and help them if they are struggling to

understand the lesson when there’s a smaller class size.

In question number two (2), the weighted mean is 3.8, signifying that most respondents agree

that they and other students can get more individualized attention in a smaller class size.

In question number three (3), the weighted mean is 4.23, suggesting that most respondents

strongly agree that it’s more convenient for them to ask for help from they teacher in small class.

In question number four (4), the weighted mean is 4, indicating that most respondents agree

that they feel comfortable to ask for clarifications on things they don’t understand in a small class

size.

In question number five (5), the weighted mean is 4.3, meaning that most respondents

strongly agree that teachers can handle the class better when there is a smaller class size.

Table 6. Summary of the effect of class size to students academic performance

Factors Weighted Mean Descriptive Values Rank

Focus, participation and engagement in class 4.23 Strongly Agree 1

Support and attention from the teacher 4.11 Agree 2

 Grand Mean 4.17 Agree

Level of agreement 4.20-5.00 (Strongly Agree), 3.40-4.19 (Agree), 2.60-3.39 (Neutral), 1.80-2.59

(Disagree), 1.0-1.79 (Strongly Disagree)

The analysis of the computed data shows interesting results. Focus, Participation and

Engagement in class has a weighted mean of 4.23 indicating that students find it easier to participate

and focus in a smaller class size, leading into a more engaged and active students. Support and

Attention from the Teacher with a weighted mean of 4.11, signifies attentive support and clear

communication is easily more received in a small class size setting. The grand mean of 4.17 indicates

that respondents predominantly agree that class size has a large impact to their academic

performance.

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter consists of the summary of this study, the arrived conclusion, the

recommendations offered by the researchers based on the findings, and the conclusion.
Summary of findings

Researchers had surveyed thirty Grade 11-12 students from different strands through convenient

sampling, age ranging from 16-20 years old. Overall, the strand and grade level that most

respondents came from are from HUMSS 11-B, which has a percentage of 17%, having five

respondents, Then followed by HUMSS 12-B, HUMSS 12-A, H.E 12 and H.E 11 which all has the

same percentage of 13.3%, having four (4) respondents per mentioned section, Then followed by

CSS 12, CSS 11 and HUMSS 11-A, which has three (3) respondents each and have the percentage of

10%. In this research, we had surveyed twenty (20) female respondents, with a total of 66.7%.

Followed by 33.3% for males, which is ten (10) out of thirty (30) respondents.

1.) In the computed findings, Focus, Participation and Engagement in Class garnered a

Weighted Mean of 4.23 indicating that most of the surveyed students strongly agree

that a smaller class size has a positive effect on their focus, and raises the chances of

participation and engagement in class.

2.) Support and Attention from the Teachers has a Weighted Mean of 4.11, signifying

that a smaller class size may lead to a more supportive and healthy learning

environment for students that provides individualized help.

3.) Overall, the grand mean of 4.17 means that respondents predominantly agree that

class size has a large impact to their academic performance.

Conclusion

Based on the findings, the following conclusion were drawn:

1. The overall observation suggests that the majority of Senior High School students consistently

perceive that their class size affects the focus participation and engagement of class. The weighted

mean of 4.23 tells us that a small class size class room are more task-focused and engaged.
 3. Based on the results, the respondents consistently perceive that their class size affects the

support and attention from the teacher that can also affect how teachers can handle the class.

4. Based on the grand mean of 4.17, this proves that class size largely impacts student’s

academic performance. Analyzing all of these findings, we can conclude that smaller class

size positively affects students’ academic performances.

Recommendations

The study revealed the effects of class size to student’s academic performance at Jesus F.

Magsaysay Technical Vocational High School. Thus the following recommendations are presented:

1. Encourage school institutions to promote smaller class size settings.

2. More research about the ideal student-teacher ratio.