A COMPARATIVE STUDY BETWEEN THE PERFORMANCE OF A

STUDENT IN A LARGER CLASS SIZE AND A SMALLER ONE

Submitted by:
Bale, Czai Christia
Barcellano, Suzzana Mae
Daez, Kimberly Rose
De Pedro, Graciel
Ladines, Honey Claire
Maralit, Nhilriza
Masendo, Ma. Laarnie
Pagdanganan, Allyssa Marie
Pajanustan, Joanne
Sayson, Geraldmel
Seva, Shane Richard

Submitted to:
Mr. Chester Dave Cañedo

Submission Date:
September 28, 2017

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 Executive Summary

Class size has been an issue in education. It is one factor to consider when

evaluating a school’s effectiveness. It can vary depends on the school’s system. It

affects the students’ and teachers’ performance. The more students a teacher is

responsible for, the harder it is to teach and the harder it is for students to learn. We

can say with confidence that smaller class sizes improve grades for younger

learners. These are the beliefs that everyone has on their mind ever since. The

object of this report is to provide findings with full documentation and complete

tabular presentation about the difference between the smaller class size and a

bigger one. The report is intended to provide information concerning the class size

of a classroom. Using different methods, the researchers will show data regarding to

the given problem and how it become a factor that can affect the performance of

students and teachers.

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 TABLE OF CONTENTS

INTRODUCTION...........................................................................................................................4
Statement of the Problem........................................................................................................4
RELEVANT LITERATURE..........................................................................................................6
METHODS, MATERIALS AND PARTICIPANTS...................................................................13
Questionnaire...........................................................................................................................14
RESULTS AND DISCUSSION.................................................................................................15
Summary...................................................................................................................................21
CONCLUSIONS AND RECOMMENDATIONS......................................................................21
Conclusions..............................................................................................................................21
Recommendations..................................................................................................................22
REFERENCES............................................................................................................................23
APPENDICES..............................................................................................................................24

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 INTRODUCTION

One of the things that both teachers and students complained about is the large

number of class size in one room. With the increasing population in our country, the

number of students in one room tends to increase too. This is the reason why the ideal

class size in a room can’t be met. According to Senator Edgardo Angara, the ideal ratio

in one room is 1:30 for elementary and secondary public schools. It is very crucial for a

school to maximize the students they have to fit in one room so they tend to have more

than the ideal number of class size. This leads to a crowded room that can cause for a

student to have poor performance. According to the article, “Class size and Student

Achievement” by Ronald G. Ehrenberg, Dominic J. Brewer, Adam Gamoran, and J

Douglas Willms from Cornell Higher Education Research Institute at Cornell University,

there are a number of disadvantages of large class size: first, it can reduce the amount

of time students can actively engage with each other; second, it can increase the

disruptive behavior in the classroom; third, it can reduce the amount of time the teacher

can spend working with each individual student; fourth, it can reduce the material the

teacher can cover; fifth, it can eliminate many methods of assessing students i.e. open-

ended assessments and writing assignments; and sixth, it can reduce the learning by

reducing the kind of teaching methods that the teacher can employ in her classroom.

Thus, smaller class size provides more advantages than those with greater number of

students in a class.

Statement of the Problem

This study aims to discuss the following;

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 How do large classes affect the learning of students?

 How an overcrowded room reduces the performance of a student?

 Is it a burden for a teacher to have a larger class size to teach?

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 RELEVANT LITERATURE

Cited from http://edglossary.org/class-size/, in recent decades, a variety of reform

efforts have been focused on decreasing class sizes or the average class sizes in an

education system, as a strategy for improving school and student performance. After

research studies found that smaller class sizes could have positive effects on student

learning and academic achievement, many initiatives—both at the level of state and

federal policy, and in individual schools and districts—sought to lower student-teacher

ratios. The basic rationale is that if teachers have fewer students, they can devote more

time and attention to each student, including more time diagnosing specific learning

needs, critiquing work products, and giving students one-on-one instruction

and academic support.

According to the study of Mosteller, F. (1995), the Tennessee class size project

is a three-phase study designed to determine the effect of smaller class size in the

earliest grades on short-term and long-term pupil performance. The first phase of this

project, termed Project STAR (for Student-Teacher Achievement Ratio), was begun in

1985, when Lamar Alexander was governor of Tennessee. Governor Alexander, who

later served as secretary of education in the cabinet of President George Bush, had

made education a top priority for his second term. The legislature and the educational

community of Tennessee were mindful of a promising study of the benefits of small

class size carried out in nearby Indiana, but were also aware of the costs associated

with additional classrooms and teachers. Wishing to obtain data on the effectiveness of

reduced class size before committing additional funds, the Tennessee legislature

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authorized this four-year study in which results obtained in kindergarten, first, second,

and third grade classrooms of 13 to 17 pupils were compared with those obtained in

classrooms of 22 to 25 pupils and in classrooms of this larger size where the teacher

was assisted by a paid aide. Both standardized and curriculum-based tests were used

to assess and compare the performance of some 6,500 pupils in about 330 classrooms

at approximately 80 schools in the areas of reading, mathematics, and basic study

skills. After four years, it was clear that smaller classes did produce substantial

improvement in early learning and cognitive studies and that the effect of small class

size on the achievement of minority children was initially about double that observed for

majority children, but in later years, it was about the same. The second phase of the

project, called the Lasting Benefits Study, was begun in 1989 to determine whether

these perceived benefits persisted. Observations made as a part of this phase

confirmed that the children who were originally enrolled in smaller classes continued to

perform better than their grade-mates (whose school experience had begun in larger

classes) when they were returned to regular-sized classes in later grades. Under the

third phase, Project Challenge, the 17 economically poorest school districts were given

small classes in kindergarten, first, second, and third grades. These districts improved

their end-of-year standing in rank among the 139 districts from well below average to

above average in reading and mathematics.

Achilles, C. M., et al. (2012). NCPEA Policy Brief 1.2. “ A reanalysis of the

Tennessee STAR experiment found that small classes (15-17 pupils) in kindergarten

through third grade (K-3) provide short- and long-term benefits for students, teachers,

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and society at large….poor, minority, and male students reap extra benefits in terms of

improved test outcomes, school engagement, and reduced grade retention and dropout

rates.” 

Bascia, N. (2010). Ontario Institute for Studies in Education. Reviewed research

base and analysed statistical data collected by the Canadian Ministry of Education

between 2003-04 and 2007-08. Involved field research in eight school districts, 24

schools, and 84 classrooms. Classroom observations were undertaken at each primary

grade level, from K-3. All teachers were surveyed in each school. Parent surveys

included representation from every school district in Ontario. “Nearly three-quarters of

the primary teachers reported that the quality of their relationships with students had

improved as a result of the smaller class size, and two-thirds said their students

were more engaged in learning than before class size reduction…Many parents of

children enrolled in smaller classes reported that their children appeared to be learning

more and were more comfortable at school.”

King, J. (2008). Bridging the Achievement Gap: Learning from three charter

schools. Columbia University (Doctoral Dissertation). “School size and class size are

linked to the five key cultural values ….: a culture that teaches effort yields success; a

culture of high expectations; a disciplined culture; a culture built on relationships; and a

culture of excellence in teaching. Small classes and small overall student loads allow

teachers to spend more time working with individual students to help them track their

own progress and develop their skills – thus reinforcing the principle that effort yields

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success. High expectations are easier to maintain when teachers know their students

well (because of small school and class size), can identify whether a student’s poor

performance on an assessment reflects deficiencies in their effort or

their understanding, and can respond accordingly.”

Graue, E., et. al. (2007).  American Educational Research Journal, 44.3.  SAGE

in particular and CSR in general, allow teachers the space to create meaningful

learning opportunities for students. Giving teachers support to develop new strategies

for teaching smaller groups makes it more likely.

Finn, J.., Pannozzo, Gina M., and Achilles, Charles M. (2003). Review of

Educational Research, Vol. 73, No. 3, pp. 321-368. This article summarizes theory and

data on [the] hypothesis- that the key to the academic benefits of small classes resides

in student behaviour. ..Students become more engaged academically and more

engaged socially when class sizes are reduced, and this increased engagement in the

classroom is a compelling explanation for increased learning in all subject areas.

Several major studies (Indiana’s Project Prime Time, the Tennessee STAR

Project, and Wisconsin’s SAGE Program) indicate that smaller class sizes produce an

increase in student achievement as well as greater student, teacher, and parent

satisfaction. Although there have been flaws and issues resulting from these studies

and others conducted across the country, most examiners see a relationship between

class size and student achievement. Long term exposure to smaller class sizes in the

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early grades creates greater advantage for students, especially academic achievement

in reading and math. Gains from small classes in the early grades are retained when

students return to larger classes and the gains remain present in later grades.

Suggestions for creating successful class size reduction programs are identified.

According to American Federation of Teachers (2003), class size is most

effective when classes are between 15 and 19 students; particular schools are targeted;

there is an adequate supply of qualified teachers; and adequate classroom space. In

addition to increasing student achievement, smaller classes: improve classroom

atmosphere, students receive more attention, teachers know their students better,

teachers spend more time on instruction and less time on discipline.

According to Class Size Matters.org, studies from Tennessee, Wisconsin, and

elsewhere demonstrate that students who are assigned to smaller classes in grades K-3

do better in every way that can be measured: score higher on tests, receive better

grades, and exhibit improved attendance. Alan Krueger, Princeton economist, has

estimated that reducing class size in the early grades shrinks the achievement gap

(black-white) by about 38%. Some researchers believe that smaller class size is likely to

have large public health benefits with greater medical savings. When secondary

students are placed in smaller classes, much greater time is spent “on task” and

focused on learning, with special benefits for low achievers and far lower rates of

negative behaviour.

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 Leonor D. Sunga (2016) of sun-star Pampanga stated the benefits of having a

small class size. The benefits of smaller class size — for both students and teachers —

are abundantly clear. Research has shown that class size reduction in the early grades

with a qualified teacher leads to higher student achievement in reading and math.

Students from small classes were found to be making better grades in high school and

taking more advanced courses. Smaller classes also lead to better identification of

students who need special help, increased student participation and engagement,

improved behaviour, and reduced retention in grade. In a recent book by Professor

Charles Achilles concluded that the outcomes associated with small classes are the

foundation of safe schools: improved student behaviour and human relations skills;

increased participation in schooling and school-sanctioned events; increased sense of

community in small classes; and generally improved school climate where students,

teachers and parents feel more comfortable. In addition to that, Sunga also stated that

Teachers benefit too. Teachers spend more time on instruction and less time on

discipline problems. Teachers say they know their students better, know where each

child is in the learning process, and can provide more individualized instruction. All of

these improvements in teaching are matched by increased student achievement,

making teaching more rewarding.

Angel de Dios Ph.D (2015) showed in his blog the latest report released from

OECD (Organization for Economic Cooperation and Development), the report states,

"larger classes are correlated with less time spent on actual teaching and learning and

with more time spent on keeping order in the classroom... ...Specifically, one additional

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student added to an average size class is associated with a 0.5 percentage-point

decrease in time spent on teaching and learning activities...."

In a study conducted by Arsenia Arenillo (2013) posted in Philippine E-Journals,

this study attempted to determine the academic dimensions of the student performance

across class size among sophomore college students in Mindoro State College of

Agriculture and Technology-Calapan City Campus. Results of this study revealed that

student groups differ significantly in their performance in four disciplines across class

size. Generally, with these results, it can be inferred that class size has influenced

differences in academic dimensions of student performance and production of their

learning.

Previous studies supported the idea to have smaller class size because it is

indeed a help for both the teacher and student to perform well. Students that belong in

large class size tend to not participate in activities. They also lose focus causing them to

not understand the lesson that leads to low performance. Meanwhile, for the teachers, it

is a struggle for them to teach in a large class size. It is crucial for them to give focus on

every weakness of their students. Therefore, it is better to have a smaller class size for

the benefit of the teacher and student.

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 METHODS, MATERIALS AND PARTICIPANTS

This section discusses the methods and strategies that the researchers use,

utilized materials and demanded participants to acquire exact information needed for

this report.

The researchers apply a qualitative design to gather information since the

objective is to obtain a data that will answer the main problem. An interview approach

particularly structured type and giving out survey questionnaires to other participants

are the appropriate way for the problem. In these ways, respondents can expand or

explain his/her answer in a way that the possible responses will be limited.

Twenty respondents were randomly picked in public and private schools. Ten

students were equally divided into five females and males. Ten teachers, mostly

females, were divided into public and private teachers. In collecting data, students were

asked about their class size and how it affects their performance while teachers were

asked the class size they are handling and how they manage to handle it. The

questions are composed of yes or no questions and free answers where they were able

to express their responses.

Survey questionnaires were divided into two forms wherein one is for the

students while the other form is for the teachers. The participants were given a free time

to answer those six questions for interview and survey.

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Questionnaire
For teacher:

Name: Age:

School you’re teaching: Gender:

1. How many students do you have in your class?

2. Are you comfortable with the class size you’re handling?

3. If your answer is no, what is/are your reason/s? If yes, kindly explain why.

4. How do you manage to give equal attention to every student in your class?

5. How does the class size affect the performance of your student?

6. Which do you prefer; small size or large one? What is/are the reason/s for your
answer?

For student:

Name: Age:

School: Gender:

1. How many are you in the class?

2. Are comfortable with your class size?

3. Do you think the number of students in a class affects the attention a teacher can
give to his/her students?

4. If your answer is no, what do you think is the reason? If yes, kindly explain how.

5. How does your class size affect your performance as a student?

6. Which do you prefer; small class size or large one? What are your reasons for your
answer?

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 RESULTS AND DISCUSSION

This section aims to discuss the result of the study. Here, the researchers explain

the respondents answer regarding the topic; how the class size affects the performance

of the students. We asked 20 respondents consisting of 10 teachers (five from public

school and another five from private school) and 10 students (five from public school

and another five from private school).

The answer of the teachers will be discussed below;

1. How many students do you have in your class?

Teacher Class size

PRIVATE:
1 49
2 48
3 30
4 30
5 44
Average: 40
PUBLIC:
1 60
2 57
3 60
4 49
5 39
Average: 53
AVERAGE: 47

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With the given data above, we can conclude that there is an average of 40 students

a teacher handling for private school and an average of 53 students for public

school teachers. Together, there will be an average of 47 students in one room.

2. Are you comfortable with the class size you’re handling?

Out of the ten teachers we’ve interviewed, 3 of them answered they are not

happy and comfortable with the class size they are handling, 6 of them answered

yes and 1 answered it depends.

3. If your answer is no, what is/are your reason/s? If yes, kindly explain why.

Those who answered yes are mostly teachers from private schools, they

said that considering their class size, which is smaller than those who are in

public schools, it is easier for them to monitor and evaluate the students. Smaller

class size is not hard to handle according to them. Teachers from public school

answered no because they explained that classes with large size is not

conducive for learners. It is also tiring for their part because they exert a lot more

effort to teach and it is very taxing for them to discipline the students.

4. How do you manage to give equal attention to every student in your class?

Mostly, the teachers answered that they make sure that the students

participate. They have their own different ways of classroom management, some

of them call a student one by one to capture their attention and the other one

prefers to give less attention to good students and focus on the weaker ones.

5. How does the class size affect the performance of your student?

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 Teachers from both public and private schools believe that class size

affects the performance of a student. According to them, the higher the class

size, the lower the chances of everyone to participate. One of the biggest

struggle a teacher faces for handling large class size is it is very crucial for them

to monitor the student, here, learning barrier exists. Distraction from noisy

environment; room temperature; students becoming dependent to his/her

classmates; and being afraid to voice out and share their knowledge are the

barriers that hinder their performance as a student.

6. Which do you prefer, small class size or large one? What are your reasons for

your answer?

Ten out of ten teachers prefer small class size because it will be possible

for them to help the students individually. It will be easier for the teachers to

discuss and explain the lesson. Smaller class size are easy to manage and they

will have more time to evaluate their student’s weaknesses and strengths.

Below will be the discussion of the student’s answers;

1. How many are you in the class?

Student

PUBLIC:

1 48
2 49

3 50

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 4 41

5 38
Average: 45

PRIVATE:

1 43

2 50

3 45
4 53

5 44

Average: 47

46
AVERAGE

The data above shows that there is an average of 45 students in a room for

public schools while there is an average of 47 students in a room for private

schools. Together, there is a total average of 46 students in a room.

2. Are you comfortable with your class size?

Three out of ten students answered they are not comfortable with their

class size while the rest answered they are comfortable with it. Most of the

students who answered yes are from public school.

3. Do you think the number of students in a class affects the attention a teacher can

give to his/her students?

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 All of the students, both from public and private school answered ‘yes’.

Meaning they believe that the class size affects the attention a teacher can give

to each of his/her students.

4. If your answer is no, what do you think is the reason? If yes, kindly explain how.

Students believe that larger class size affects the attention of the teacher

because based on their experienced, most of the time, teachers tend to pay

attention to the students who are seated in the front row or they just focus on

those students who are willing to learn. Large class size tends to have noisy

environment and this distracts the teacher’s attention. It became very hard for

them to manage the classroom discipline that leads to unwillingness of a student

to learn.

5. How does your class size affect your performance as a student?

According to the students, it is hard to perform well in a large class size.

Large class size limits their movements, they can’t focus well on the discussion

because of the noise and because they are too many, there are students who

don’t gain attention that become a hindrance for them to excel.

6. Which do you prefer; small class size or large one? What are your reasons for

your answer?

Seven out of ten students answered they prefer small class size while two

answered they prefer large one and only one answered it depends. Students who

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 PREFFERED CLASS SIZE

SMALL CLASS SIZE

LARGER CLASS SIZE
IT DEPENDS

chose small class size believes that they will be able to understand the lesson

more, express themselves, focus more on discussion, excel with their studies

and their teacher can guide them accordingly. Students who answered larger

class size said the more people in one room, the more people they can be friends

with while the one who said it depends believe that it is in the student whether

he’ll learn or not.

Summary

Majority of the respondents prefer to have smaller class size because they

believe that smaller class size is more conducive in learning. Teachers said that they

can manage the student more and give focus to their weaknesses and strengths. With

this, the student can excel more and learn more. For the students, they also prefer to

have smaller class size, though, it is believed that the more the merrier, a classroom

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with a lot of students leads to a noisy environment that causes a lot of student to lose

their focus that affects their academic performance. From their given answer, it is

obvious to say that the smaller the class size is, the higher the chance of a student to

perform well.

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

 Majority of the students choose the small class size because they can focus well.

 All of the teachers prefer small class size to larger one because they believe

smaller class is conducive for learning.

 The larger the class size, the lower chance for the students to participate in

class.

 For the teachers, smaller class size is easy to manage and they will have more

time to evaluate their student’s weaknesses and strengths.

 The larger the class size, the lesser attention a teacher can give.

 Teachers tend to handle two or more classes, usually with large one. This leads

for a teacher to have over loads that causes his/her to give less energy with her

last class to handle.

 Smaller class size is not difficult to handle.

 Smaller number of students in classroom can less the noise they produce which

make the students focus well.

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Recommendations

 Students in a large class size should observe their behaviour because it affects

their performance as well as their co-students.

 Teachers who handle a larger class size should assure an enough and equal

attention for every student such as recitation, reporting, and group activities.

 Schools should have limitations in accepting students. It should be in accordance

with the availability of teachers and classrooms.

 Government should observe the increasing number of students thus they should

establish more facilities.

REFERENCES

http://edglossary.org/class-size/
https://www.princeton.edu/futureofchildren/publications/docs/05_02_08.pdf
https://www.classsizematters.org/research-and-links/#benefits for teachers and
students

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https://www.google.com.ph/url?
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WAhUGE7wKHSDQAIoQFggvMAA&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fwww.westonps.org
%2Fuploaded%2Fdocuments%2FCentral_Office%2FEducational_Services
%2FSynopsis_of_Class_Size_Literature.pdf&usg=AFQjCNGWO4YNRSB34rKrFgzs5dJ
e3v3sJw
https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjxuMbn66f
WAhUGE7wKHSDQAIoQFggvMAA&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fwww.westonps.org
%2Fuploaded%2Fdocuments%2FCentral_Office%2FEducational_Services
%2FSynopsis_of_Class_Size_Literature.pdf&usg=AFQjCNGWO4YNRSB34rKrFgzs5dJ
e3v3sJw
https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjxuMbn66f
WAhUGE7wKHSDQAIoQFggvMAA&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fwww.westonps.org
%2Fuploaded%2Fdocuments%2FCentral_Office%2FEducational_Services
%2FSynopsis_of_Class_Size_Literature.pdf&usg=AFQjCNGWO4YNRSB34rKrFgzs5dJ
e3v3sJw
https://www.pressreader.com/philippines/sunstar-
pampanga/20160717/281633894581490
http://www.philippinesbasiceducation.us/2015/11/class-size-and-learning-time.html
https://ejournals.ph/article.php?id=3266

APPENDICES

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 According to http://edglossary.org/class-size/, the research studies found that

smaller class sizes could have positive effects on student learning and academic

achievement.

 The observations made as a part of the second phase confirmed that the children

who were originally enrolled in smaller classes continued to perform better than

their grade-mates. (Mosteller, F., 1995)

 “Small classes and small overall student loads allow teachers to spend more

time working with individual students to help them track their own progress and

develop their skills – thus reinforcing the principle that effort yields success.”

(King, J., 2008)

 “It allows teachers the space to create meaningful learning opportunities for

students. Giving teachers support to develop new strategies for teaching smaller

groups makes it more likely.” (Graue, E., et. al., 2007)

 Students become more engaged academically and more engaged socially when

class sizes are reduced, and this increased engagement in the classroom is a

compelling explanation for increased learning in all subject areas. (Finn, J..,

Pannozzo, Gina M., and Achilles, Charles M., 2003)

 Class size is most effective when classes are between 15 and 19 students;

particular schools are targeted; there is an adequate supply of qualified teachers;

and adequate classroom space. (American Federation of Teachers, 2003).

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