CLASS SIZE AND ACADEMIC PERFORMANCE OF PRIMARY GRADE

LEARNERS IN THE CITY SCHOOLS DIVISION OF MEYCAUAYAN

A Thesis Proposal Presented to the Faculty of the

Graduate School of Meycauayan College
City of Meycauayan

In Partial Fulfilment of the Requirements for the

Degree of Master of Arts in Education
Major in Administration and Supervision

Lope Adrian C. Acapulco

February, 2022
 TABLE OF CONTENTS
Page

Chapter 1: The Problem and Its Background

Introduction…………………………………………………………….. 1
Review of Related Literature…………………………………………... 2
Theoretical Framework……………………………………………….. 3
Conceptual Framework………………………………………………… 3
Statement of the Problem………………………………………………. 4
Significance of the Study………………………………………………. 5
Scope and Delimitation of the Study…………………………………... 6
Definition of Terms……………………………………………………. 6

Chapter 2: Methods and Procedure

Research Design………………...……...…………................................ 8
Population and Sample ……………...…….…………………………... 9
Instrumentation and Validation………………………………………... 10
Data Gathering ………………………………………………………… 11
Statistical Treatment…………………………………………………… 11
References …………………………………………………………….. 12
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Chapter 1
THE PROBLEM AND ITS LITERATURE
Introduction
The mission of the Department of Education is “to protect and promote the right

of every Filipino to quality, equitable, culture-based and complete basic education where

students learn in a child-friendly, gender-sensitive, safe and motivating environment’;

teachers facilitate learning and constantly nurture every learner; and administrators and

staff ensure and enabling and supportive environment for effective learning to happen.”

And within an age of increasing accountability and limited educational funding, finding

the right ratio of teachers to students is critical factor to realize this end. Finding

engaging, highly qualified teachers to instruct classrooms of students is simply not

enough; the number of students assigned to a teacher is also important.

According to Blatchford, Russel & Brown, 2002 as cited by Vanderberg in

2012, class size affects classroom management, classroom instruction, and the academic

achievement of the students. Understanding if there is a relationship between the number

of students in a classroom and the academic achievement of the students is vital to

educators. Providing the best possible learning environment for all students while

making informed decisions about how to best utilize limited funding is at the center of

the class size debate (Gilman & Kiger, 2003). Stakeholders at all levels of education

need empirical data regarding the significance of the relationship between class size and

academic achievement. Guided by DepEd Order No. 21 s. 2006, public schools under
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DepEd implements a minimum of 15 pupils and a maximum of 65 per class. This study

will try to verify or amplify the different studies conducted as to the relationship of class

size to learners’ achievement.

Review of Related Literature and Studies

This section gives a closer view on the study’s related literature, significant

theoretical underpinnings and a brief survey of related studies on different aspects of

class size and academic performance of learners. This provide the groundwork for the

systematic analyses of data that formed the findings, conclusions and recommendations

of the study.

Class Size and Classroom Management

According to Blatchford, et al. (2007) and Cakmak (2009), thru the teacher

survey and interview data they conducted, it was found that larger classes are often cited

as being harder for the teachers to maintain student discipline, resulting in the focus of

the classroom environment being more on student behavior than on student academic

achievement. Further, Blatchford, Edmonds, and Martin (2003) observed that students in

smaller classes (average of 19 students per class) exhibited more time being utilized for

instructional purposes and less time being utilized for non-instructional purposes, such

as talking to one’s peers about non-academic topics, than students in larger classes

(average of 32 students per class).

Class Size and Classroom Instruction

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According to Vanderberg, 2012, class size directly affects classroom instruction

due to larger class sizes requiring teachers to utilize class time for management tasks

rather than for instruction. Class size also directly affects classroom instruction through

the interactions of the teachers with the students. Higher levels of interaction between

students and teachers, as well as increased levels of student engagement within smaller

classes, have been cited in numerous studies (Blatchford, Bassett, Goldstein, & Martin,

2003; Blatchford, Bassett, & Brown, 2005; 18 Blatchford et al., 2007; Cakmak, 2009;

Finn et al., 2003; Smith et al., 2003, as cited by Vanderberg, 2012). From teacher survey

and interview data, Pedder (2006) and Blatchford et al. (2003a) cited that teachers felt

they were able to be more effective in smaller classes due to the increased opportunities

for individual student feedback and more individualized student attention.

Class Size and Student Achievement

In an article published by IZA World of Labor (Jepsen, 2015) it was emphasized

that smaller classes are associated with increased student achievement, usually measured

by standardized tests in multiple subjects, such as Math and Reading. Further, it also

states that there is a positive relationship between smaller class size and student

achievement for students in different grade levels.

Conceptual Framework

The main objective of this study is to discover the relationship between class size

and learners’ academic performance.

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To develop the study, the researcher will follow the conceptual framework

shown below:

Independent Variable Dependent Variable

Class Size Learners’ Academic Performance

for the Second Grading
1. In Reading
2. In Numeracy

Figure 2. Conceptual Model of the Study

Statement of the Problem

The general problem of the study is “What is the relationship between class size

and academic performance of primary grade pupils in the City Schools Division of

Meycauayan for the second grading period?”

Specifically, this study will seek to answer the following questions:

1. What is the profile of the school in terms of:

a. School Population

b. Class Size

c. Teacher to Student Ratio

2. Is there a relationship between class size and reading achievement of primary

grade learners for the second grading period?

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3. Is there a relationship between class size and numeracy achievement of

primary grade learners for the second grading period?

Significance of the Study

This study is believed to be beneficial to the following:

Learners. The learners, in general, may benefit from this study once a smaller class size

is implemented because studies show that smaller class size results in higher

achievement among students who are economically disadvantaged (The Alberta Teacher

Association, 2022)

Teachers. Teachers are the corner stone of school activities. As UNESCO (2005) noted

that “without the participation of teachers, changes in education are impossible”. As

class size affects teachers’ instructional and classroom management techniques, a large

student population could result in teachers being unable to facilitate learning through the

inclusion of multiple instructional activities and content differentiation. Having smaller

classes could enable the teachers to promote student engagement and provide students

with the individualized attention needed to meet their diverse needs and increase

achievement.

School Heads. The results of this study may help Educational leaders understand the

relationship between class size and the learning environment, which is also an important

factor in student academic achievement.

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Future Researchers. The study can be a reference to a related research hence, may give

some clues for further study.

Scope and Delimitation

This paper aims to study the relationship between class size and academic

performance of primary grade learners in public elementary schools in the City Schools

Division of Meycauayan, who are enrolled for SY 2021-2022.

One of the limitations of this is study is the use of an online survey limited the

ability of the researcher to clarify any questions the participants may have had and

meant that the participants had to respond to the best of their abilities. Another limitation

was the lack of longitudinal academic achievement data for the students. For the

Delimitations, (1) The purposeful sample of primary grade learners in the City Schools

Division of Meycauayan limited the degree by which other researchers will be able to

generalize the findings to other populations. (3) Only student scores on the reading and

mathematics sections of the second grading will be used to determine academic

achievement.

Definition of Terms

For better understanding of the study, the following terms are defined

operationally and conceptually:

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Academic Performance. For the purpose of this study, academic performance

refers to learners’ obtained average in Math and Reading for the second grading period.

Class Size. Class size is the number of students who are assigned to a teacher for

the entire class section for SY 2021-2022

Primary Grade Pupils. In this study, primary grade pupils refer to learners who

are enrolled in Grade 1 to 3 for SY 2021-2022.

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Chapter 2
METHODS AND PROCEDURE

This chapter includes the research method and design of the study, the

respondents and setting, sample of the study, the research instruments, the data

collection procedure, and the data processing and statistical treatment.

Research Method and Design

To undertake this study and provide a better understanding of the research

problem, the researcher will employ mixed methods for data gathering purposes. Mixed

methods research is a methodology for conducting research that involves collecting,

analyzing and integrating quantitative and qualitative research. Quantitative data will be

gathered using closed-ended survey or questionnaire. Qualitative data, on the other hand,

will be collected using open-ended questions thru focus groups and interviews. In this

design, the qualitative and quantitative data will be collected simultaneously, analyzed

independently, and then will be combined for meaningful interpretation (Creswell &

Plano Clark, 2011)

For this study, quantitative research questions will address the relationship

between class size and learners’ academic performance as scores obtained in reading and

mathematics for the second grading period. Class sizes and rosters will be formed prior

to this investigation and altering the class rosters for the purpose of this study is not an

option; therefore, the ex post-facto research design will be used. Ex post-facto research

design refers to the presumed relationship between variables or lack of relationship

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between variables that will be 29 established utilizing data from events that have already

occurred (Gall, Gall, & Borg, 2007). By including the qualitative data regarding

teachers’ perceptions about how class size affects their instructional practices and

classroom management techniques, possible explanations for the relationship will be

identified. These reasons could then provide educators with valuable information

regarding how changing class size affects classroom practices and academic

achievement.

Population and Sample

The research will be conducted in the public elementary schools in the City

Schools Division of Meycauyan, with the primary grade learners enrolled for SY 2021-

2022 as primary respondents.

To identify the respondents in this group, sampling will be made. Sampling is a

method that allows researchers to infer information about a population based on a subset

of population (Taherdoost, 2016). For the purpose of this study, random sampling will

be employed. This type of probability sampling method improves the accuracy and

representativeness of the results by reducing sample bias. In this case, the researcher

decided to apply what Bartlett et al. (2001) has suggested to use 50% as an estimation of

variance of the population, with 5% margin of error at 95% confidence level. According

to them, this will result in the maximization of variance and produce the maximum
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sample size (Bartlett, et al 2001). The table below presents the sample size that would be

necessary for given combinations of precision, level of confidence and variance:

Population Size Variance of the Population (P=50%)

Confidence Level (95%)

Margin of Error (5%)

50 44

75 63

100 79

150 108

200 132

250 151

300 168

Table 1: Sample Size Based on Desired Accuracy

Instrumentation and Validation

This study will use the second grading scores for reading and mathematics to

measure academic performance. In addition, a questionnaire adopted from the study of

Vandenberg, 2012, containing constructed response items, will be used by the researcher

to gain information regarding teachers’ perceptions about class size as it pertains to their

instructional practices and classroom management. Previous literature regarding how

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teachers’ perceive class size as affecting their instructional practices and classroom

management techniques was used as the basis for the questions.

Data Gathering Procedure. In this study, necessary data will be gathered

through the following procedures:

A letter of communication will be given to the Schools Division Superintendent

and to the principal of the participating schools for their approval. Then , data regarding

academic performance as measured by the student scores on the reading and

mathematics sections of second grading will be collected by obtaining permission from

district-level administrators to access class summary data for each school in the study.

Data collection included class size, academic achievement on the reading and

mathematics sections of the second grading. Data regarding teachers’ perceptions about

class size as it pertains to their instructional practices and classroom management will be

collected through an electronic questionnaire.

Statistical Treatment of Data

The following procedures shall be done to treat the data in this study:

Multiple regression analysis will be used to examine the relationship of the

dependent variable of academic performance and the independent variable of class size.

Quantitative data will be analyzed using the Statistical Package for Social Sciences

(SPSS). Qualitative data, in the form of teacher responses on a questionnaire, will also

be collected and analyzed. Analysis of teacher responses from the items involved the

researcher breaking down the data into segments of information and then assigning the
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segments identifying labels to develop categories (Merriam, 2009). Once the responses

are analyzed and labeled based on the researchers’ categories, the researcher will then

report the findings in summarized statements.

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References

Achilles, C. M., Finn, J. D., & Bain, H. P. (1998). Using class size to reduce the equity

gap. Educational Leadership, 40-43. doi: 0.3102/01623737021002097.

Addonizio, M. F., & Phleps, J. L. (2000, Fall). Class size and student performance: A

Framework for policy analysis. Journal of Education Finance, 26(2), 136- 156.

Blatchford, P., Bassett, P., & Brown, P. (2005). Teachers’ and pupils’ behavior in

large and small classes: A systematic observation study of pupils aged 10/11years.

Educational Psychology, 97(3), 454-467.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods

approaches (3rd ed.). Los Angeles: Sage Publications, Inc.

Hamed Taherdoost (2016). Sampling Methods in Research Methodology; How to

Choose a Sampling Technique for Research. International Journal of Academic

Research in Management (IJARM), 5. ffhal-02546796

Merriam, S. (2009). Qualitative research: A guide to design and implementation. San

Francisco: Jossey-Bass.