CLASS SIZE AND ACADEMIC PERFORMANCE 1

IMPACT OF LACK OF EQUIPEMENT TO THE ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF
PAHILANGA NATIONAL HIGH SCHOOL

BARTE, ALMERJUN
DELA CRUZ, JONA MAY
ESPADERA, REYMAR
GAVERSA, JOHN LESLIE
GONZALES, KRIS DANE, G.
PARREÑAS, QUEENMAY
PAULAN, JOERELYN, S.
PONCE, MARK LESTER, T.
TOMAZAR, MARY ROSE, E.

A Research Paper Presented

to the Faculty and Staff of
Pahilanga National High School

In partial fulfillment of the requirements for Practical Research 2

DECEMBER 2024

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Chapter 1

Introduction

Lack of equipment to the academic performance are vital towards conducive

learning. Education is the cornerstone of society, shaping people and communities. To

develop one’s nation, education should take over inside the classroom. The classroom

serves as the vehicle for getting the students from where they are when they enter the

schoolhouse doors to where they need to learn, teachers become the drivers who need

to respond to the passenger’s needs in order to ensure they reach their destination

(Stronge et al., 2019). In the Philippines, the average class size is 50, wherein a class

should consist of a minimum of 15 students to a maximum of 65 students, according to

the Department Order No. 54, series of 2008 of the Department of Education. However,

private schools and public schools' class sizes still vary and sometimes go over the

prescribed class size, especially during the pandemic when blended learning is being

implemented (Chingos & Whitehurst, 2019)

Large class size is a big challenge in most public schools in the Philippines.

Class size affects classroom management, classroom instruction, and the academic

achievement of the students (Kusi, 2019). According to research conducted by (Laitsch,

Nguyen, & Ho-Younghusband, 2021), in smaller class sizes, there is a greater chance of

student-teacher interaction and engagement that has beneficial effects on the

achievements of learners. However, in the same study, they said that it also may cause

learning gaps for under-achieving students.

In a study by (Wang and Calvano, 2022), they investigated how academic and

social engagement is influenced by different class sizes. However, the study found that

class sizes are not influencing student satisfaction but reveals that there are lower

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teacher interactions in larger classes. They concluded that hiring more teachers to

decrease the ratio will create a positive impact on students' achievement and will also

decrease the teachers’ burnout and lessen their workload. In identifying the ideal

student-teacher ratio, it is important to consider many factors such as their age and

academic needs, like how younger students are requiring more time and individual

attention from educators. Lesser class sizes are recommended for younger students

(Barrington, 2019). According to the Department of Education Order No. 62 Series of

2004, the minimum number of classes is fifteen (15) and the maximum number is sixty-

five (65). However, the average class size should be between forty-five to fifty (45-50)

students in a classroom. Since this is not strictly implemented, Department of Education

Order No. 54 Series of 2008 proposed the double shift to lessen the number of students

in a classroom.

In the school’s context, Pahilanga National High school has only 3 strands

namely Humanities and Social Sciences (HUMSS), Cookery, and Agriculture. Certain

programs or strands may be preferred by students, which could result in an

overcrowding in some classes and an undercrowding in others. Differences in the size of

the class might cause differences in academic achievement. For example, because they

receive less individualized attention, students in larger courses may perform on average

lower than those in smaller classes, but they may also suffer from improper resource

allocation.

Meanwhile, the researchers noticed that the Senior High School curriculum has a

large population with 210 students. That is why we would like to conduct this study to

determine the impact of class size to the academic performance of Senior High School

students.

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Statement of the Problem

This study will investigate the impact of class size to the academic performance

of the senior high school students of Pahilanga National High School.

Specifically, it seeks to answers to the following questions:

1. What is the respondents’ profile when grouped according to:

a. Sex

b. Strand

c. First Quarter Grade

2. What is the level class size impact to the respondents when grouped

according to:

a. Room Conditions

b. No. of students

c. Lack of equipment

3. What is the level academic performance of the respondents when grouped

according to:

a. Room Conditions

b. No. of students

c. Lack of equipment

4. Is there a significant difference in the level class of size impact to the

respondents when grouped according to:

a. Room Conditions

b. No. of students

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c. Lack of equipment

5. Is there a significant difference in the level academic performance of the

respondents when grouped according to:

a. Room Conditions

b. No. of students

c. Lack of equipment

6. Is there a significant relationship in the level of class size impact to the

academic performance when grouped according to:

a. Room Conditions

b. No. of students

c. Lack of equipment

Hypotheses

1. There is no significant difference in the level of class size impact to the

respondents when grouped according to:

a. Room Conditions

b. No. of students

c. Lack of equipment

2. There is no significant difference in the level academic performance of the

respondents when grouped according to:

a. Room Conditions

b. No. of students

c. Lack of equipment

3. There is no significant relationship in relationship in the level of class size

impact to the academic performance when grouped according to:

a. Room Conditions

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b. No. of students

c. Lack of equipment

Framework

This study is anchored on Lazear’s Theory of Class size. The idea supports a

specific non-linear relationship between educational output and class size, which

is in accordance with the differences in class sizes that have been seen across

grade levels, across students, and among teachers. In small courses as opposed

to large ones, class sizes are more important.

The idea offers an operational, quantifiable, and experimentally testable method

of defining school quality. Lastly, public school incentives are different from private

school incentives because public schools that operate in a centralized framework do not

capture the benefits related to their successes.

Similarly, (Kusi & Manful,.2019) carried out a study on class size and academic

performance of students in selected Nursing and midwifery training colleges in the

central region, of Ghana. The researcher used quantitative and qualitative methods to

collate data from the field. Not with standing, the researcher used questionnaires and

interviews specifically semi-structured interviews to get data from the participants. The

findings indicated the relationship between class size and academic performance was

inversely related and thus students in large classrooms performed poorly compared to

those in small class sizes. The scholars argued that overcrowding of students in a single

classroom reduces the effectiveness of the teacher in enhancing an effective

instructional process. It was also noted that truancy, unruliness, noise-making, and

attention of learners, especially the slow learners were factors associated with large

class size. Moreover, this study was significantly distinct in its context and case as it

focused on midwifery Colleges.

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Input Process Output

Impact of Class Size on Gathering Data Through

Academic Performance Survey Questioner Intervention

This schematic diagram shows the progression from objectives to conclusions

and highlights important elements of the research design, offering a clear overview of

how to investigate the effect of class size on academic achievement. Changes might be

made in response to particular research requirements or limitations.

Significance of the Study

The results of this study were viewed as beneficial to the following:

Teachers

Teachers can more effectively lobby for improved resources and assistance

when they are aware of the effects of class size on academic performance. This involves

asking for more resources, teaching assistance, or chances for professional growth.

School Administration

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The study's outcome will act as their baseline data to recognize how class size

affects students' performance in school and create an intervention program at the end to

deal with the issue.

Students

The findings of this investigation may provide more insight into the Learning

progress of students in connection to class size.

Local Government Unit (LGU)

In order to improve the learning environment, the LGU can assist in addressing

concerns related to class sizes. Higher levels of student involvement and more

individualized instruction are frequently associated with smaller class sizes, which can

improve the standard of education as a whole.

Future Researchers

The study can direct future research objectives and assist researchers in

concentrating on understudied facets of the subject by revealing current knowledge gaps

or unresolved difficulties.

Scope and Limitations

This study will be conducted at Pahilanga National High School and restricted to

Grade 11 students enrolled in the Humanities and Social Sciences (HUMSS), Cookery,

and Agriculture Tracks. It concentrated on how student performance in the classroom

was affected by class size.

Definition of Terms

Class Size

The number of students in a specific classroom or learning environment.

Academic Performance

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A standard measure of how the student is doing in his/her subjects on average

as per grades, scores and academic achievement.

Senior High School

Students in the last two years of high school, most often Grades 11 and 12.

Impact

The actual, lasting result/s of one factor on another.

Effect

The result of an action or a cause.

References:

Arenillo, S. A. (2013). Academic Dimensions of Student Performance across Class

Size. IAMURE International Journal of Education, 7(1).

Kusi, H., and Manful, H. O. (2019). Class Size and Academic Official publication of

Direct Research Journal of Education and Vocational Studies Vol. 4: 2022:

ISSN 2734-2174 Performance of Students In Selected Nursing And Midwifery

Training Colleges in the Central Region, Ghana. Advances in Social Sciences

Research Journal, 6(9), 224–246. https://doi.org/10.14738/assrj.69.7107

Stronge, J.H., Tucker, P.D. & Hindman, J.L. (2004) “Handbook for qualities of effective

teachers” Association for Supervision and Curriculum Development, Alexandria,

VA, USA retrieved in

http://www.ascd.org/publications/books/104135/chapters/ClassroomManagement

-and- Organization.aspx

Kusi, H., & Manful, . H. O. . (2019). Class Size And Academic Performance Of Students

In Selected Nursing And Midwifery Training Colleges In The Central Region,

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Ghana. Advances in Social Sciences Research Journal, 6(9), 224–246.

https://doi.org/10.14738/assrj.69.7107

Lazear, Edward P., Educational Production (September 1999). NBER Working Paper

No. w7349, Available at SSRN: https://ssrn.com/abstract=194830

Wang, L., & Calvano, L. (2022). Class size, student behaviors, and educational

outcomes. Organization Management Journal. https://doi.org/10.1108/omj-01-

2021-1139

Chingos, M. M., & Whitehurst, G. J. "R. (2017, May 10). Class size: What research says

and what it means for state policy. Brookings.

https://www.brookings.edu/research/class-size-what-research-says-andwhat-it-

means-for-state-policy/

Pahilanga National High School