CHAPTER 1:PROBLEM AND ITS SETTING

1.1 Introduction

The effects of educational inputs such as class size,teaching quality,school

resources on student achievement have been deeply investigated in the economic
literature,however,there is still ongoing debate and no concensus has been reached
about how these factors influence student performance.Card and krueger(1992 and
1998) find instead,a positive relationship between school resources and student
achievement,showing that both low pupil-teacher ratios and high quality.

A research study in Pakistan by khan and Iqbal (2012,p.162) found the average
number of students in the most classrooms ranges from 70 to 120: They claimed
that effective teaching was not possible in over crowded classes and a majority of
the teachers were facing instructional, discipline,physical and evaluation problems.

According to Earthman (2002), and Harbaugh and cavanaugh (2013). Classroom

characterictics directly influence students self-esteem including their educational
values,learning outcomes and classroom learning. Khan and Iqbal (2012 p.162)
added to his discussion in stating that a class consist of a homogenous group of
pupils,who work and progress together.This shows that the students can learn
values skills from each other and progress if supported well in their learning
environments. Khan and Iqbal also argued that school facility conditions effects
students acadmic achievements.Giving the current issuelarge class size
experienced by many town schools in PNG,students learning and academic
performance in under challenge teacher needs to think creatively about how to
make learning in large classes friendly and effectivity and how to create possitive
learning environments.

1.2 Statement of the problem

1.) What is the demographic profile of the respondents interms of:

1.1 1st quarter grades

1.2 class size

2.) What are yhe effects of the number of students in a class on the academic
performance of senior High School Students in Mambangnan National High School?

3.) Is there any significant relationship between the number of students in a class
and their academic performance?

4.) what kind of process or processes should be done about the effect of class size
on academic performance

1.3 Conceptual paradigm

INPUT PROCESS OUTPUT

Demographic profile of Survey interview Meeting should be done

respondents through the effects of
class size on academic
•1st quarter grades
performance
•class size

1.4 Scope and Delimitation of the stud

This study mainly focused in the effects of class size on academic performance.
The researchers conducted this study to the selected Senior High School Students
who are enrolled in Mambangnan National High School, Mambangnan, San
Leonardo,Nueva Ecija for the S.Y 2018-2019.
1.5 Significance of the Study

The possible beneficiaries of this study are mentioned below:

•Through teachers because it'll help them to know the effects of number of students
in a class on the academic performance of the students and after knowing the
effects,they can take actions to make a solution and to prevent it.

•Through students to be aware of the possible impact of the number of students in

a class on their academic performance.

•Through future Researcher this study serve as a basis for the future
researcers.They may get some ideas here whenever the topic is somewhat reated
to the topic in this study

CHAPTER 2: Related Literature and Related Studies

2.1 Related Literature

The effects of class size on students’ performance has been researched in various
fields and the results of this research show mixed effects of class size on students’
performance. McKeachie (1990) has summarized the theory of the effects of class
size on learning, focusing on how instructors and students behave differently in
large and small classes. It is noted that discussion time become fragmented among
students in large classes and instructors may rely on passive lecturing, assign less
written homework or fewer problem sets, and may not require written papers. In
addition, instructors may find it difficult to know each student personally and tailor
pedagogy to individual student needs in a large class. McKeachie’s (1990) survey of
the education literature, however, suggests that learning is not affected much by
class size largely because instructors do not adjust their teaching methods to class
size.However, Hancock (1996) has indicated that while strong conventional wisdom
indicates that class size affects students’ learning, most of the earlier studies were
not conducted in higher education and report little more that surveyed impressions,
thus offering little empirical evidence.Siegfried and Kennedy (1995), in a study
involving 178 classes taught by 121 different instructors

at 49 different colleges and universities, found no evidence that teaching strategies

employed by introductory economics instructors depended on class size. Students’
responses to a survey also suggest that the effectiveness of various pedagogies
may not differ much between large and small classes.Several other related studies
have tended to put more emphasis on the various predictors of student learning or
achievement. Siegfried and Walstad (1990) found that study effort, age of a
student, and a good match between student’s learning style and instructor’s
teaching style have positive influences on student’s performance. Hancock (1996)
in a study involving nine sections of a college statistics course (6 'normal' sections
and 3 'mega sections' averaging 118 students) found no

evidence that grade distribution was affected by class size, supporting the
hypothesis that achievement was independent of class size.Hill (1998) investigated
the effect of large sections (120 students) on student performance in an Accounting
course and found that the size of the class did not have a significant effect on
student performance. Contrary to expectations, the large class outperformed the
small classes when controlling for attendance and university GPA. Hill concluded
that large class size maybe more of an expectations issue rather than a
performance issue, since students reported that they felt the class size was too
large.Papo (1999) found that the size of the class taught does not have an impact
on teaching effectiveness and the selection of teaching strategies by instructors. He
concluded that teaching in large classes is not seen or perceived as a problem by
students since the teaching and learning success may depend, in part, on what is
taught. What the optimal size of class is for a particular course and teaching task
remains a problem for continued research.Okpala, et al. (2000) used the concept of
the 'education production function' to analyze the effects of students' study habits
and academic effort on students' performance in a Principles of Macroeconomics
course. It was found that academic effort and study habits were significant in
explaining academic achievement in four different sections of the course taught by
the same instructor.Skoro and Payne (1993) investigated whether assigning problem
sets in economic principles courses increased learning and found no evidence that
numerous short problem-set assignments had a direct effect on learning in a college
economics course. However, the authors found a strong positive effect for class
attendance in the experimental group.

2.2 Related studies

The Glass and Smith Study In 1978 and 1979, Glass and Smith (1980) of the
University of Colorado,Boulder presented the results of statistical integration of the
research. They drew from 80 studies on the relationship between class size and
achievement demonstrating what they felt was a substantial relationship between
the two. Glass and Smith used the “meta-analysis” technique that involved all
existing statistical data. They obtained 300 reports, publications and theses to use
in their study. The data set was based on nearly 900,000 students and lasted over a
half a century (Cahen & Filbey, 1979).According to Glass and Smith (1980) the
studies that employed rigorous control, yielded results that “ showed that the
difference in being taught in a class of 20 versus a class of 40 is an advantage of 10
percentile ranks.” The study found that the curve starts to rise dramatically when
class size is reduced to below 15 pupils. The average pupil in class sizes of 40,

CHAPTER 3: METHODOLOGY

This chapter presents yhe design used and also the respondents of this study.It
includes the procedures how the data being gathered.

3.1 Research Design

In this study,the researchers used descriptive analytical which is used to obtain

information concerning the current status of phenomena.It describes phenomena in
answering the effects of class size on academic performance.

3.2 Respondents

The subject of this study were the adviser from different strand of selected
Senior High School Students (Grade 11 TVL,STEM,GAS) in Mambangnan High School
for the S.Y. 2018-2019.
3.3 Instrumentation

A survey was conducted through interview for information gathering about the
effects of class size on academic performance.The researcher's asked the adviser's
of the selected Senior High School Students about their 1st quarter grades and their
class size.

3.4 Data gathering Procedure

The first step undergone by the researcher's before the data collection process
was the construction of the letter.Upon its approval, researcher's retrieved the
request letter that was signed by the principal and class adviser.

The researcher's now then conduct the survey through interview to the advisers
of the respondents to gather information about the effects of class size on the
academic performance of the students.The result was tabulated and applied the
statistical treatment of data.

3.5 Statistical treatment of Data

A.Correlation-more precisely it is a measure of the extent to which two variables are

related.

B.Frequency-Is constructed by arranging collected data values in ascending order of

magnitude with their corresponding frequencies.

C.Percentage

is %

__ = __

of 100
CHAPTER 4: PRESENTATION,INTERPRETATION,AND ANALYSIS OF DATA

4.1 PRESENTATION

Table 1.1

TVL 1st Quarter Grades Frequency Percentage

70-79 21 60%

80-85 5 14.29%

86-89 5 14.29%

90 and above 4 11.42%

Total 35 100%

Table 1.1 provides the frequency,percentage and the distribution of 1st quarter
grades of the respondents from 11 TVL.From the table it can be seen that twenty
one (21) or 60% of respondents as a grade that ranged in 70-79, five (5) or 14.29%
of the students has a grade that ranged in 80-85, also five (5) or 14.29% of students
has a grade that ranged in 86-89, and four (4) or 11.42% of students has a grade
that ranged in 90 and above.

Table 1.2

STEM 1st Quarter Grades Frequency Percentage

70-79 0 0

80-85 0 0

86-89 5 45.46%

90 and above 6 54.54%

Total 11 100%

Table 1.2 provides frequency,percentage and the distribution of 1st quarter

grades of the respondents from 11 STEM.From the table it can be seen that there's
no students get an average that ranged in 70-79 and 80-85, and there is five (5) or
45.46% of students has a grades that ranged in 86-89, and six (6) or 54.54% of
students has a grade that ranged in 90 and above.

Table 1.3

GAS 1st Quarter Grades Frequency Percentage

70-79 2 5.89%

80-85 14 41.18%

86-89 14 41.18%

90 and above 4 11.75%

 Total 34 100%

Table 1.3 provides the frequency,percentage and the distribution of 1st quarter
grades of the respondents from 11 GAS.From the table it can be seen that two (2) or
5.89% of students has a grade that ranged in 70-79, and fourteen (14) or 41.18% of
students has a grade that ranged in 80-85, and also fourteen (14) or 41.18% of
students has a grade that ranged in 86-89, and four (4) or 11.75% has a grade that
ranged in 90 and above.

Table 1.4

Block Frequency Percentage

TVL 35 43.75%

STEM 11 13.75%

GAS 34 42.5%

Total 80 100%

Table 1.4 provides the frequency,percentage and the block of the respondents. From
the table it can be seen that TVL has a class size of thirty five (35) which is equal to
43.75% and a STEM has a class size of eleven (11) which is equal to 13.75 and a
GAS has a class size of thirty four (34) which is equal to 42.5%
4.2 Data analysis

In table 1.1 it show's that the highest percentage is 60% which is ranging in 70-
79 average which is C (fair) in grades scale.According to Lori Gareett-Hatfield, Large
classrooms make discussion and group work more difficult.That's why students may
get low grades and poorly performed on their academic performance.

In table 1.2 it shows that the highest percentage is 54.54% which is ranging in
90 and above average which is A (excellent) in grades scale.According to the study
done by two Princetone University Professors students who were in schools with
smaller class size gets high grades and scored higher on achievement test.

In table 1.3 It shows that the highest percentage is 41.18% which is ranging in
80-85 and 86-89 average which is B (average) and B+ (very good) in grades
scale.According to john Higgins, students behave better and pay more attention in
smaller groups.

In table 1.4 the highest percentage is 43.75% which is 11 TVL. According to

Thomas,students choose vocational than academic because vocational education is
an area where ee might see a push in the future. That's why TVL has a larger
classsize than the other.

CHAPTER 5: SUMMARY,CONCLUSION,RECOMMEMDATION
5.1 Summary

This is a quantitative study which is designed to investigate the effects of

class size on academic performance of senior High School Students.This study
comprised of selected Senior High School Students in Grade 11 with the total
number of 80 students in different strand.

In this study in table 1.1 which is 11 TVL,twenty one or 60% of students has a
grades that ranged in 70-79,five (5) or 14.29% of students has a grades that
ranged in 80-85, and also five (5) or 14.29% of students has a grades that ranged in
86-89 and lastly four (4) or 11.42% of students has a grades that ranged in 90 and
above.In table 1.2 which is 11 STEM,there's no students who gets 70-79 and 80-85
average,only five (5) or 45.46% of students has a grades that ranged in 86-89 and
six (6) or 54.45% of students has a grades that ranged in 90 and above.In table 1.3
which is 11 GAS, two (2) or 5.89% of students has a grades that ranged in 70-79,
fourteen (14) or 41.18% of students has a grades that ranged in 80-85,and also
fourteen (14) or 41.18% of students has a grades that ranged in 86-89,and four or
11.75% of students has a grades that ranged in 90 and above.In table 1.4, TVL has
a class size of thirty five (35) which is equal to 43.75%, STEM has a class size of
eleven (11) which is equal to 13.75% and a GAS has a class size of thirty four (34)
which is 42.5% with a total of 100%.

5.2 CONCLUSION

From the analysis,Researchers conclude that:

• Students who belong in larger class size poorly performed on their academic
performance.

•Students in small class size were found to be more excellent on their academic
performance.

•Researchers also found out that there is a significant relationship between class
size and academic performance.
5.3 Recommendation

In view of the findings from the present study the following recommendations
are proffered:

•Teachers should direct more attention particularly for those students in large class
size.

•Students in small class size should continue to participate and focus on their
academic performance.

•Teachers should pay attention not only in large class size but also in small class
size to make students improve on their academic performance so that class size
may not affect the academic performance of students.