The Effects of Class Size on the Academic Performance of Grade 12 Students in

Manguisoc National High School

An undergraduate Thesis

Presented to the faculty of

Manguisoc National High School

Manguisoc, Mercedes, Camarines Norte

In Partial Fulfillment

Of the Requirements in Inquiries,

Investigation, and Immersion

Barcenal, Kristel A.

Briones, Jay Ar

Sapo, Nick

Collantes, Valerie Joy

Salvador, Merry Ann

April 2024
 Chapter I

Introduction

Background of the Study

Class size has been a persistent problem in education, with significant effects on

teacher effectiveness and student achievement. In any nation, education is one of the most

important thing that a person should have and is often consider as one of the best tool that a

person should have to succeed in life (Robinson, 2024). To develop one's nation, education

should take over inside the classroom. The classroom is a place where students interact and

socialize which is one of the major goals of education (Seeshan et al. 2022).

Historically, the IDEA Center has categorized class size as small (10-14), medium (15-

34), large (35-49) and very large (50plus) when preparing technical reports. Public schools in

the Philippines have been greatly affected by the number of students attending in one single

classroom. In most cases, there are some congested classrooms with more than the mandated

ratio of students per classroom.

Smaller class size often associated with more personalized instruction, increased

student engagement, and improved teacher-student interaction. Conversely, larger classes are

proven to make it more difficult for teachers to set and enforce behavioral expectations,

monitor students, and pay individual attention to each student (Ackerman, 2022). Since

academic performance of students depends largely on the school environment, it is imperative

to examine the impact of variables of class size and school population on the academic

performance of Grade 12 students. While reducing class size may not be a quick or easy

solution, it is important to recognize the impact of class size on learning outcomes and to

explore ways to address the issue in the Philippine education system (Baylan, 2023).
 Meanwhile, the researchers noticed that the Grade 12 general academic strand (GAS)

curriculum in Manguisoc National High School has a large population with 48 and 49

students per section. That is why we would like to conduct this study to determine the effects

of class size to the academic performance of grade 12 students. By analyzing existing

literature and empirical data, this study seeks to provide a clearer understanding of how class

size influences educational success, ultimately informing policy decisions and teaching

practices in diverse educational context.

Statement of the problem

This study aims to investigate the effects of class size on the academic performance of

Grade 12 students in Manguisoc National High School. Specifically, it sought answers to the

following questions:

1. What is the current Class Size of each section in the Grade 12 at MNHS S.Y. 2024-

2025?

2.What is the academic performance of the respondents for the 1 st semester S.Y. 2024-

2025?

3. What are the difficulties do students experience related to the class size?

4. Is there a significant relationship between the class size and academic performance of

Grade 12 students?

Significance of the study

The result of this study could greatly benefit to the following:

School. The result of the study will serve as their basis to understand the effects of class size

on student’s academic performance eventually design an intervention program to address the

problem.

Teacher. The teacher will be aware of the effects of class size on student academic

performance.

Parents. The result of this study will inform the parents about the effects of class size on their

children’s academic performance.

Students. The result of this study could help the students to have a better learning

environment as a result of interventions made through the findings of the study.

Future Researcher. The result of this study may serve as a basis for the future researcher

that will conduct a study about the effects of class size to student academic performance

Scope and Delimitation

This study will focus on the effects of class size on the academic performance of grade 12

students in Manguisoc National High School using a correlational research design. The

respondents of this study were 92 learners from General Academic Strand (GAS). Total

enumeration will use to ensure a representative sample. The study will first directly answer

the questions such as what is the current class size of each section, what is the academic

performance of the respondents for the first semester, what are the difficulties do students

experience related to the class size and determine whether there is the significant relationship

between class size and academic performance of Grade 12 students at Manguisoc National

High School year 2024-2025.

 The study was conducted in the first semester of school year 2024-2025 at Manuisoc

National High School.

Definition of Terms

This part of the research will define the unfamiliar words that are essential for the study.

Class Size. Class size refers to the number of students in a given course or classroom,

specifically either (1) the number of students being taught by individual teachers in a course

or classroom or (2) the average number of students being taught by teachers in a school,

district, or education system (Google Network). In this study, class size is the number of

students in one class room.

Academic Performance. Is the measurement of student achievement across various

academic subjects (Google Network). In this study, academic performance is defined as the

student’s quarterly general grades or average.

Student Engagement. Refers to the degree of attention, curiosity, interest, optimism, and

passion that student show when they are learning or being taught, which extends to the level

of motivation they have to learn and progress in their education (Merriam-Webster

Dictionary). In this study, student engagement is the measure of how much a student

participate in a learning process.

Effects. a change that results when something is done or happens : an event, condition, or

state of affairs that is produced by a cause ( Britannica Dictionary). In this study it is the result

or a cause.
 Endnotes

Akerman, G. (2022, January 27). How class size affect student learning

https://www.linkedin.com/pulse/how-class-size-affects-student-learning-ginger-

ackerman

Britannica Dictionary. (2020) .definition of effects.

https://www.britannica.com/dictionary/effect#:~:text=Britannica%20Dictionary

%20definition%20of%20EFFECT,is%20produced%20by%20a%20cause

Merriam-Webster’s definition of “engagement”.

https://www.merriam-webster.com/dictionary/engagement
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses related literature and studies in terms of their similarities and

differences, which clarify the present study. This chapter also contains a synthesis state-of-

the-art, theoretical framework, and conceptual framework.

Related Literature

This part of the study discusses the related literature about our study it contains articles

that explains the existence and effects of class size on student academic performance of grade

12 students.

Foreign

The foreign literatures are presented in this part as the basis of supporting the current

study with the related information gathered from different sources.

The term "class size" describes how many students are enrolled in a specific

educational class or course. It is a crucial component of the educational system since it can

affect the standard of instruction, interactions between students and teachers, and the general

learning process. Depending on the degree of education and the resources and policies of the

particular educational institution, class sizes might vary significantly (educator, 2024).

While student involvement is higher in small classrooms, a medium-sized classes have

been proven to offer little to no advantage over big ones in terms of undergraduate students'

learning and accomplishment in mathematics. Class size may not be as important in remote
learning as students' motivations and class standing i.e., lower-level vs. upper-level students

(Benton & Pallett, 2020).

Larger class sizes have been demonstrated to make it more challenging for teachers to

monitor children, set and enforce behavioral norms, and give each student individualized

attention. The classroom becomes more chaotic with larger class sizes, which eventually

hinders students' ability to learn. If this is not addressed, it may result in increased failure

rates, school violence, and dropout rates(Ackerman ,2022).

The teacher complain because they find it difficult to teach in a large number of

classes. they believe that the class size has a big impact on what they can do. A smaller

number of students would benefit both teachers and pupils, according to 90% of educators.

Teachers are worn out today. They put in an average of 54 hours a week for meager

remuneration, according to a research conducted last year. Mental health problems are on the

rise, and not only among students. In order to protect their own mental health, employees are

quitting. (Flannery ,2023).

Cutting back on class sizes is not cost-effective, thus educators must employ a variety

of additional techniques to assist them, and their cope students. In order to address a wider

range of student requirements, educators must also Modify lesson plans and plans for

classroom management. The physical limitations of more students in the classroom might be

defeated by using creative lesson plans and classroom and school-related assistance.

Managing environmental elements including traffic, lighting, The acoustics also add to the

classroom's serene atmosphere. These are essential for attaining classroom harmony, which

raises student achievement and increases teacher satisfaction (LeBlanc, 2022).

Local
 Local literatures are presented in this part gathered from different sources are provided

with the related information needed for the further improvement of the current study.

Greater levels of participation are one of the benefits of smaller class numbers,

although larger class sizes can occasionally marginalize quieter kids. They can easily be

overlooked if they find speaking in front of large crowds awkward or if they remain silent in

front of other kids vying for their attention. Less diversity is a drawback of lower class

numbers, which provide every child more opportunities to engage. On the other hand, larger

class sizes let you to include a wider range of pupils in each lesson, providing for a greater

diversity of individuals. The diverse viewpoints and life experiences that each child brings to

the classroom provide a more engaging learning environment.(Anglia ,2020).

Both for the entire data set from this school and for a number of parameters and

subsets of the data, class size had a negative impact on grades. Peer effects, or relative ability

in the classroom, academic department, student ability, student level, course level, gender,

minority status, and other characteristics are all held constant in the tested specifications. As

class sizes increase, the average grade point decreases more gradually but monotonically. This

decrease occurs abruptly up to twenty students in a class ( Kokkelenberg et al., 2020).

Teachers faced classroom management issues when dealing with big class sizes,

including traffic, lack of focus, difficulties reaching learning objectives, difficulty determining

students' strengths and limitations, needless noise, bullying, and cheating. Additionally,

teachers used a variety of strategies to deal with the issues they faced with large class sizes,

including enforcing rules and regulations within the classroom, drawing students' attention,

disciplining misbehavior, and facilitating group projects. Furthermore, managing a big class

size suggests that it will be more difficult to maintain efficient classroom management and to

give all students equitable opportunity for high-quality learning. This leads to the conclusion

that the teachers faced various challenges when managing a big class size. Additionally,
employing various methods in coping with the problems do not guarantee positive

reinforcement of behavior and meaningful learning due to congestion and non-conductive

atmosphere to learning (Susulan et al., 2022).

Students are impacted by the size of the class performances in the Philippines.

Learning is more effective in smaller classes, which might enhance academic achievement.

Education professionals should be cognizant of this. impact on pupils' academic achievement

and get measures to guarantee that every student has access to a top-notch instruction..

(Basilio, 2023).

According to the Teachers’ Dignity Coalition (TDC) stated that the physical

circumstances in classrooms have a significant impact on the efficacy of teaching and that the

Department of Education (DepEd) needs to address big class sizes to make learning more

conducive for pupils. because we cannot expect quality (learning) if the class size approaches

50 students. The quality of education is one of the biggest problems facing the Philippine

educational system. Big class sizes, inadequate resources, and antiquated teaching techniques

are common in many schools, especially public ones (Tracy, 2024).

Related Studies

This section of the research study addresses previously completed thesis and studies,

both published and unpublished, that had been determined to be pertinent to the current study.

Foreign

The foreign studies and thesis gathered from different sources are presented in this part

with the related data and informations, needed for the further improvement of the current

study.
 The study of Oguejiofor & Obiakor (2020), comes to the conclusion that the

appropriateness of teachers' teaching tactics is significantly impacted by the size of the class.

Regarding the psychological effects of class size on student performance, it was discovered

that students find it difficult to express themselves in large classes and feel shy when speaking

in front of others. Additionally, the environment becomes chaotic and stressful, which

increases the likelihood that students will miss class without the teacher's knowledge. Thus,

there is sufficient evidence to support the idea that a large class size affects students' academic

performance psychologically. The study suggests that in situations where difficulties outside

the control of school administrators prevent the class size from being lowered in a specific

amount of time.

Fatima & Sojinu (2021), stated that study shows that overcrowded classrooms have an

impact on the standard of instruction provided by the educational system. Large class sizes

make it challenging for teachers to effectively manage and instruct. The findings of the

analyses revealed that class size had little bearing on students' mathematical proficiency.

Thus, it was suggested that the government supply adequate educational resources and that

educators get the - chance to enroll in teacher training programs.

It is evident in the study of Abizada & Seyidova, (2024)Even when other school types

are taken into account, the results continuously show a favorable association between class

size and student achievement. These results have important ramifications for educational

policy since they shed light on the intricate interactions between several elements that affect

student performance. The study adds to the continuing discussion about class size and student

achievement by emphasizing that, although important, class size is only one aspect of a larger

educational framework where many other factors influence academic performance.

 In the study of Bulawa & Moletsane (2020), there is no clear consensus regarding the

impact of big or small class sizes on student accomplishment, according to this literature

review that examined the opinions, insights, and viewpoints of experts from various contexts.

Diverse viewpoints emerge, with some adamantly asserting that class size unquestionably

affects student achievement. On the other hand, some contend that while there is a correlation

between class size and student achievement, other factors, including teacher preparation,

professional and quality development, the availability of instructional resources, and the

social and economic background of the students, may combine to negatively impact

classroom instruction.

In Zyngier, (2020)study he examined class size reduction and its effect on student

achievement by analyzing 112 peer-reviewed studies, and showed that the overwhelming

majority of these studies found that smaller classes have a significant impact on student

achievement and narrowing the achievement gap. The author writes, “Noticeably, of the

papers included in this review, only three authors supported the notion that smaller class sizes

did not produce better outcomes to justify the expenditure.

Local

Local studies and thesis are presented in this part gathered from different sources with

the related data and information needed for the further improvement of the current study.

The study of Slavin,(2020) says that if it were known that class size had a significant

impact on the academic performance of students. This discovery would likely be seen as a

further instance of educational the obvious is confirmed by theoretical research. Given that

the advocates have conducted the first research on the issue highlighted the potential

advantages of smaller classes: more opportunities for educators to concentrate on personal

requirements. additional chances for pupils to actively engage, fewer classroom management
issues increase in teacher and student morale more recently. Numerous reviewers have

included the potential for smaller classrooms to allow educators to employ cutting-edge

techniques that they is less likely to be used in big class sizes.

According to the study of Galang et al, (2021), nations with the lowest student-teacher

ratios performed better than those with the highest student-teacher ratios. With a ratio of 8 to

11.6 students per instructor, Singapore, Malaysia, and Brunei Darussalam received 408–549

points on the PISA Reading Test, whereas Thailand, Indonesia, and the Philippines received

340–393 points. As this study contextualizes reading in particular, it is indisputable that the

student body in the classroom has a favorable impact on the teaching and learning processes.

Based on the careful analysis of Robinson (2020), research does not always show that

smaller classes will result in higher student accomplishment, despite the fact that they are

frequently suggested as a means of enhancing student learning. Grade, student characteristics,

topic area, teaching style, and other learning interventions all influence how much a class size

affects learning.

The research of Glass (2022), stated that there is a strong correlation between class size

and student achievement; smaller classes perform better than larger ones; there are more

opportunities to customize learning programs to meet the needs of each individual student;

students are more motivated to learn; and teacher morale is higher in smaller classes.

Patiarca et al, (2020),demonstrate that the most respondents have an average of 85-89.

It implies that the academic performance of the students is not affected by the number of

learners per section. This means that the class size does not affect students academic

performance.
Synthesis of the State-of-the-Art

This part of the study presented the similarities and differences between the present

study and the related studies. These studies were reviewed, compared and analyzed in terms

of their relevance and distinction with each other.

The studies of (Oguejiiofor & Obiaker,2020), (Fatima & Sujinu,2021),

(Abizada&Seyidova,2024), (Zynger,2020), (Galang et al.,2021), (Slavin,2020), (Glass,2022),

and (Patiaca et al.,2020) all says that class size greatly affects the student and teacher’s

performance inside the classroom resulting to poor academic performance and achievements.

Large class size made it difficult for teachers to teach, regulate students performance,

instructions and have focus on a particular area and students who needs improvement and

guidance. On the other-hand the study of (Benton& Pallett,2020), (Bulawan &

Molestsane,2020), and (Robinson,2020) says that class size is not a major factor that affects

the students performance instead it is stated in their study that class size’s effect may vary on

the approach that a teacher use in learning.

All the provided prior studies were in some way related to the current study. However,

the researchers found out that no studies had been conducted about the class size and

academic performance of senior high students in manguisoc national high school, hence, the

study was justified as important to fill in the gap.

Theoretical framework

This study is correlated with Pritchard theory of class size 1999. This theory stated

that the student teacher dynamic, student-student dynamic, and teacher parent dynamic are all

improved in smaller classrooms. In addition teachers have more time, resources and incentive

to create improved lesson plans with greater levels of differentiation. According to Pritchard's
(1999) theory, smaller class sizes generally lead to improved student achievement due to a

more positive classroom environment where students receive more individual attention,

develop better relationships with their peers and teachers, and experience increased

opportunities for engagement, ultimately resulting in higher academic performance;

essentially arguing that smaller classes create a more beneficial learning environment for

students.

Another is Jean Piaget's constructivist theory, teacher-student interaction in a

classroom should primarily focus on facilitating active learning, where the teacher acts as a

guide, providing opportunities for students to explore, experiment, and construct their own

knowledge through interaction with materials and peers, rather than passively receiving

information from the teacher; this means the teacher should ask open-ended questions,

encourage discussion, and provide scaffolding to support students as they build upon their

existing understanding.
Pritchard’s theory of Constructivist
class size (1999) Theory (1896-1980)

The Effects of Class Size on the Academic

Performance of the Students
 Figure I

Theoretical paradigm

Conceptual framework

This section of the study conceptual design to be used for the further improvement of

the study.

This study utilizes the independent Variable (IV) and Dependent Variable (DV) Model.

The Independent Variable (IV) consists of class size, defined by the number of students per

classroom. They act as a potential predictors of the outcome under DV. While the Dependent

Variable (DV) consists of academic performance, measured trough students grade, test scores,

and overall engagement. This outcome variable is dependent on the class size. A possible

relationship of the IV and DV are explored.

 ACADEMIC
CLASS SIZE
PERFORMANCE

The Effects of Class Size on the

Academic Performance of the
Students
 Figure II
Conceptual paradigm

ENDNOTES

Akerman, g. (2022, january 27). How class size affect student learning
https://www.linkedin.com/pulse/how-class-size-affects-student-learning-ginger-
ackerman

Benton, s., & pallett, w., (2013, january 28).class size matter
https://www.linkedin.com/pulse/how-class-size-affects-student-learning-ginger-
ackerman

Flannery, m. E. (2023, June 14), class sizes: A growing issue among educators
https://www.nea.org/nea-today/all-news-articles/class-sizes-growing-issue-among-
educators

Anglia, n. (2020, september 02). Does class size matter? The educational impact of teacher-
student ratios
https://www.nordangliaeducation.com/nais-manila/news/2020/09/02/does-class-size-
matter-the-educational-impact-of-teacher-student-ratios

Leblanc, r. (2022). Class size: Overcoming the effects on teachers and students
https://files.eric.ed.gov/fulltext/ej1350816.pdf

Susulan et.,al (2022) class size: Its implication to pupils’ learning

https://ejournals.ph/article.php?Id=20408

Basilio, r. L. (2023). Understanding the impact of class size on student

Performancehttps://www.depedbataan.com/wpcontent/uploads/2023/01/understanding-the-
impact-of-class-size-on-student-performance

Puente, b. (2023, april 20). Learning crisis | large class sizes must be fixed to improve
education, says teachers’ grouphttps://news.tv5.com.ph/police/read/learning-crisis-
large-class-sizes-must-be-fixed-to-improve-education-says-teachers-group
Tracy, m. (2024). Https://news.tv5.com.ph/police/read/learning-crisis-large-class-sizes-must-
be fixed-to-improve-education-says-teachers-group
https://thelookout.com.ph/article/the-status-of-education-in-the-philippines-progress-
challenges-and-the-path-forward

Bulawa, p., bukae, n. M., & moletsane, n. T. (2020). Perspectives about the impact of class
size on student academic achievement: An analysis of the literature. Mosenodi:
International journal of the educational studies, 23(10), 70-79.

Abizada, a., & seyidova, s. (2024). Effect of class size on student achievement at public
secondary schools in azerbaijan. Cogent education, 11(1), 2280306.

Oguejiofor, c., & obiakor, m. I. (2020). An evaluation of the relationship between classroom
size and secondary school students academic achievement. Advance journal of
education and social sciences, 5(4).

Fatima, m., & sojinu, s. O. (2021). Effect of class size on students’ learning achievement in
mathematics in junior secondary schools: A case study of katagum local government
bauchi state.

Ancho, i., galang, a., cruz, a. D., & cruz, r. D. (2021). Investigating student-teacher ratio as a
factor in reading performance: The case of the philippines. Eternal (English, teaching,
learning, and research journal), 7(1), 52-64.

Slavin, r. (1990). Class size and student achievement: Is smaller better?. Contemporary
education, 62(1), 6.

Robinson, g. E. (1990). Synthesis of research on the effects of class size. Educational

leadership, 47(7), 80-90.Glass, g. V. (1982). School class size: Research and policy.

Kokkelenberg, E. C., Dillon, M., & Christy, S. M. (2008). The effects of class size on student
grades at a public university. Economics of Education review, 27(2), 221-233.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, participants of the study, sources of data,

instrument use, data gathering procedure and tool for data analysis.

Research design

This research will use the correlational research design in determining the relationship

between the class size and the academic performance of the students in Manguisoc National

High School. Correlational research design investigates relationship between variables

without the researcher controlling or manipulating any of them (Bhandari, 2021). This

method will be utilized to determine the relationship between class size and the academic

performance of the students, along with the current class size of each section, academic grade,

the difficulties do students experience related to class size.

Respondents of the study

To ensure the data gathered are reliable and valid, the respondents of this study are 92

learners from Grade 12 senior high school students of Manguisoc National High School not

included the researcher who conduct the study. Total enumeration are use to determine the

respondents.
Data gathering procedure

To conduct the data gathering for this study, the researcher administered a permission

letter to the principal, after the letter will be signed and approved, the researchers will conduct

a survey questionnaires to all the grade 12 students except the researcher who will conduct the

study; after the questionnaires has been distributed and answered, the students will return the

questionnaires for the researcher to analyze and interpret the raw data. The analyzed data will

serve as the result of the study. The data gathered will be treated with utmost confidentiality.

Data Gatheing Tool

For the researcher to gather the data the researchers will survey respondents using a

survey questionnaire that is verified by the professional. The survey has two parts the first

part will be knowing the students academic performance for the first semester S.Y. 2024-2025

and the second part will be determining the difficulties do student experience due to over

population.

Tools for data analysis

The information that the researchers gathered will be treated using tally, frequency

count and weighted mean. Using tally researchers will be able to found out the frequency of

the respondents answer. Frequency distribution in statistics provides the information of the

number of occurrences (frequency) of distinct values distributed within a given period of time

or interval, in a list, table, or graphical representation. Grouped and ungrouped are two types

of Frequency Distribution. Data is a collection of numbers or values and it must be organized

for it to be useful. (google.com). weighted mean will be use to determine the percentage of

the data gathered. The weighted mean is a type of arithmetic mean, which is calculated by

multiplying each value in a data set by a weight and then adding up the results. The weighted
mean is often used when the values in a data are not all of equal importance. The weight can

be thought of as a measure of the importance of each value in the data set. (infinitylearn.com).

ENDNOTES

Bhandari, p. (2021, july 7), correlational research | when & how to use

https://www.scribbr.com/methodology/correlational-research/
 Name: (optional)
Grade & Section:

This survey questionnaire is intended for educational purposes only and for the

further improvement of our research. Any information gathered are confidential and rest

assured that it will not be exposed.

Part I. What is your general average for the first semester of S.Y. 2020-2025?

Kindly put a check in the column that corresponds to your answer.

75-80
81-85
86-90
91-95
96-100

Part II.

No. Strongly Agree Disagree Strongly

agree (3) (2) disagree

(4) (1)

I cannot actively participate in our class

discussion. (Hindi ako makapag-aktibong

1. makilahok sa aming talakayan sa klase)

I cannot pay attention to class because of too

2. much distraction. (Hindi ko maayos na

mapansin ang klase dahil sa sobrang

distraksyon)

I cannot clearly hear the discussion because of

3. too much noise. (Hindi ko malinaw na marinig

ang talakayan dahil sa sobrang ingay)

I am not comfortable in our classroom. (Hindi

4. ako komportable sa aming silid-aralan)

I am unwilling to go in our classroom. (Ayaw

5. kong pumasok sa aming silid-aralan)

I can express myself freely in our classroom.

6. (Nakakapagpahayag ako ng malaya sa aming

silid-aralan)

I have the support that I need in understanding

7. our lesson in our classroom. (May suporta ako

na kailangan ko upang maunawaan ang aming

aralin sa aming silid-aralan)

I am satisfied doing my written works in our

8. classroom. (Nasiyahan ako sa paggawa ng

aking mga nakasulat na gawain sa aming silid-

aralan)

I am always happy learning in our classroom.

9. (Lagi akong masaya sa pagkatuto sa aming

silid-aralan)