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Chapter 1

INTRODUCTION

Reducing class size to increase student achievement is an approach

that has been tried, debated, and analysed for several decades. The idea

seems reasonable, since there is no efficient learning in a populated

classroom. Teacher should able to cater all the needs of the student, to

deliver an effective teaching – learning process.

In Heze City, 87 students pack into their desks. The room is so full,

students brim to the blackboard, with the only visible space two small

aisles that allow them to escape for recess. Squeezing as many students as

possible into classrooms can hinder education as students receive less one-

on-one attention. Oversize classes may even harm students' mental health.

According to a survey conducted in three primary schools of north China's

Hebei province, around 12.8 percent of students in such classes were in

various levels of anxiety (Xinhua,2016).

In the Philippines, overcrowded classrooms and a lack of school

desks were the common problems reported on the first day of classes in

public elementary and high schools nationwide. Metro Manila has the

most number of packed classrooms. In fact, Caloocan City, as many as 78

students were squeezed into classrooms that should only hold 45 persons.
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According to Luz Almeda, the Department of Education Regional Director

for National Capital Region, the problem is how we can further reduce the

class size. She hoped also that city governments can donate lots for the

new school buildings and as of the time we are not accepting donation for

one-storey school building (Alcober, 2014).

In Lupon Vocational High School, one of the major problems of

teachers is having excessive count of students per classroom, which is

beyond the tolerable capacity. The ideal class size proposed by curriculum

evaluator and manage each classroom should consist of 45 students as a

maximum count be able to manage each classroom and to deliver an

effective instruction. Unfortunately, the aforementioned school was unable

to follow this, in the present time each section in Grade 7 has 70 students,

Grade 8 has 60 students, Grade 9 has 55 students, Grade 10 has 55

students, Grade 11 has 60 students, and in Grade 12 has 60 students per

section.

There is an urgent need for the study to be conducted since large

class sizes as cited by Pearson in 2017 could lead to problems such as poor

quality instruction, disciplinary distractions and lower test scores.

Moreover, large class sizes have overcrowded classroom conditions that

could affect students for it would be difficult for them to concentrate with

the lessons and the teachers more likely would suffer from burnout or
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have more strained relationship with the students (Jones, 2017).

Aside from this, the study was conducted because overcrowded

classrooms can create an environment that can influence a variety of

disruptive consequences on learners behavior and that can also have a

negative impact not only to teachers but to the learners as well. Students

who have disruptive behaviors when young will become problem of the

society.

The study is conducted since the researcher found that the problem

in large class size is evident in the big schools of the Division of Mati City

and there is no existing study in the locality that focused on the

experiences of teachers teaching large class size Mathematics class.

Purpose of the Study

The purpose of this study is to determine the experiences of teachers

teaching Mathematics beyond class size, how these experiences affected

their dispositions in life, and how they cope with such experiences with

their daily activities in their classes.

At this stage, in the research, beyond class size is generally defined

as having a class with students beyond the normal class size, specifically

those classes with more than 50 students.

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Research Questions

This research works will answer the following questions:

1. What are the experiences of the teachers teaching Mathematics having

large class size?

2. What are their ways to cope with teaching Mathematics beyond class

size?

3. What suggestions can be drawn from the teachers’ experiences teaching

Mathematics beyond the class size that can be shared to other Mathematics

teachers and to the Department of Education?

Theoretical Lens

This study is gleaned from the theory of Bandura (1974) which is the

behavior theory and the models of man. Learning by observing and

evaluating the actions of others, informed reinforcement where the

learners are aware of the desired outcome, the extent to which restraints of

conscience are operative. According to Bandura’s Social Learning theory

(1977), he believes that humans are active information processors and

think about the relationship between the behavior and its consequences.

Observational learning could not occur unless cognitive processes were at

work. These mental factors mediate or intervene in the learning process to

determine whether a new response is acquired. Hence, the bigger the class

size, the more the environment become bigger part of an environment that
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would affect teaching-learning process. Consequently, teaching-learning

process between students and teachers are influenced through observation

and modelling wherein class size produced.

Moreover, it is supported by the theory of Lipoff (2011) which is the

environmentalist learning theory. Stipulated in this theory is that

understanding that the child’s environment shapes learning and behavior.

It is also thought that behavior and learning are reactions to the

environment.

Another research shows that having a better understanding of the

qualities of small and medium classes that support greater learning might

improve the effectiveness of larger classes. However, one of the major

problems in the educational system is realizing the smaller classes to be

implemented due to lack of facilities and classrooms. Thus, class size

would greatly affect the learning benefits and attitudes of the learners

(Pallet, 2014).

Scope and Limitation of the Study

The study was limited to the uncovering of the experiences of

teachers teaching Mathematics beyond the regular class size. This was

conducted in the two big schools of the Division of Mati City since some
 6

teachers are handling sections with more than sixty students.

Furthermore, the researcher has twelve (12) participants. From this

number, there are six (6) for the in-depth interview and six (6) for the focus

group discussion. This study was conducted on February 2019 School Year

2018- 2019.

Importance of the Study

The result of the study will be beneficial since the findings may

serve as the basis in gathering information and data of the following:

To the School Administrators, the results of the study could be an

aide in assessing the problems of teachers teaching beyond class size.

Further, this can provide insights so that they may find ways and

strategies as to relate the concern to the Division Office where the school is

located.

To DepEd Division Office, for this can be a source of information

that could serve as the basis in informing the higher officials in the

department for the betterment of the schools that need attention on the

need of teachers teaching beyond class size.

Furthermore, to the Department of Education officials for this can

help in designing programs that can reduce the problems of large class size

in secondary schools of the country. The outcome of this research may

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provide insights to school administrators as the school managers that they

may finds ways and strategies in order to address the problem.

Definition of Terms

To help the readers understand this research, the terms below are

being defined conceptually and operationally.

Class size or ratio. The ratio is often used as a proxy for class size,

although various factors can lead to class size varying independently of

student–teacher ratio (and vice versa). In most cases, the student–teacher

ratio will be significantly lower than the average class size.

Beyond class size. It is something that lies outside the scope of the

normal class size of 40 students. This also refers to a class with 60 and

above number of students.

Organization of the Study

For exploring and understanding lived experiences of individuals or

groups to a social or human problem, a qualitative research approach will

be used. The study will start with emerging questions and steps. Data will

be collected, analyzed and interpreted. This is focused on the individual

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meaning of a problem (Creswell, 2014).

In presenting the course of the study, the notions and different

concepts is done systematically in such a way that it is comprehensively

conveying and understood. Every chapter has its conforming views and

discussion where details were articulately organized in order to achieve

understanding among the readers. This study was organized into five (5)

chapters.

Chapter 1 introduced the problem or the issue under study. The

researcher presented the existing problem in the global and national

setting that would enlighten the readers about the phenomenon. The

purpose of the study is to clearly state the importance of the study and its

contribution to the field of study. The research questions stated which

guide its flow followed by the theoretical lens which that enlighten the

study as to why there is a need to conduct the study.

Chapter 2 presented the Review of Related Literature. This chapter

presents the studies, journals and articles conducted by various authors

from international, national and local setting. The researcher provides the

review of related literature that is needed for further understanding of the

topic of this study. The researcher read and perused related studies and

journals for the definition and elaboration of terms that were used in its
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development. In this chapter, the researcher provided clear vision of the

subject or phenomenon studied.

Chapter 3 presented the methodology which described the steps that

researcher used in the course of the study. This involved the process of

gathering the data needed for the materialization of this study.

Furthermore, this chapter also included the research design, research

participants, role of the researcher, data sources, data collection procedure,

data analysis and trustworthiness of the study and ethical consideration.

Chapter 4 revealed the results and comprised the analysis of data

pertaining to the research questions.

Chapter 5 conferred the research findings relevant to the research

questions.

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents theories, concepts, facts, information, views,

and readings that are related to the study on teaching mathematics beyond

class size: a phenomenological study. These are presented and cited by the

researcher accordingly as these may give ideas to the phenomenon to be

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studied.

Teachers handling large size classes or beyond class size have

encountered various problems not only with the students handled but to

themselves as well. These unlucky teachers will have problems in the

pedagogical context and are suffering from stress.

Class Size. Large class size presents many obstacles that hinder

optimal learning. According to the website for Parents Across America

reports that younger elementary children in particular (kindergarten

through third grade) are especially vulnerable to the problems that come

about due to large class sizes, such as poor-quality instruction, disciplinary

distractions and lower test scores (Pearson, 2017).

Moreover, Pastrana (2014) accordingly said that public schools

across the Philippines began a new school year in June. He stated that

there is an estimated 21 million children who are enrolled in a public

school system. That, after decades of deliberate starving of funds by

successive governments, still there is nothing less than atrocious situation

in public schools.

On account of, the IDEA Center historically has categorized class

size as small (10-14), medium (15-34), large (35-49), and very large (50+). It

mentioned that instructors in very large classes are more likely to

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emphasize learning factual knowledge and less likely to stress developing

communication skills (both oral and written) than are those in small and

medium classes. This is especially true in general education courses

(Benton, et.al, 2013).

Moreover, very large classes report fewer non-reading assignments

than those in small and medium-size classes. They also rate instructors

lower on their achievement standards and their expectations that students

share in responsibility for learning. So, the case could be made that

students perceive larger classes as less rigorous (Benton, et.al, 2013).

However, class size is one factor to consider when evaluating a

school’s effectiveness but even small class size alone does not ensure a

good education. There are factors that could affect schools’ performance

like the quality of the teaching, the school leadership, the size of the school,

the amount of parent involvement and other factors are important to

consider too (Great Schools Staff, 2015). Additionally, the mechanisms at

work linking small classes to higher achievement include a mixture of

higher levels of student engagement, increased time on task, and the

opportunity small classes provide for high-quality teachers to better tailor

their instruction to the students in the class (Strauss, 2014).

Effect of Class Size to Learning. As a result of a research made,

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Jenkins (2014) indicated that most of the effort to reduce class size has been

in the grades kindergarten to third grade, but students even in middle

schools and high schools could benefit from lower class size. It also

indicated that reducing the class size reduces the discipline problems.

Furthermore, reducing the class size increases the opportunities for more

interactive learning situations which especially benefit the struggling

students. There are identified two goals in secondary schools namely:

lowering the drop-out rate and increasing the standardized test scores.

Lowering the class size does both. It is stated ironically that in each of

these studies, the goal was to reduce class size from 30 students per class

to below 20 students per class. Moreover, it noted that in Utah the class

sizes in the upper grades is between 40 and 52 in academic classes and

well above 80 in classes like band, physical education or choir (Jenkins,

2014).

It is noted that in China, specifically in East China's Anhui province

faces a similar problem. According to the Statistics released by its

education authorities last year, it revealed that around 13 percent of its

middle and primary school class sizes were above standards. Likewise, in

other regions, the overcrowding problem is even more shocking (21st

Century Education Research Institute, 2016). Furthermore, it was found

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that at a middle school of Zhoukou City, in China's most populated

province Henan, the average class size is more than 100. Accordingly,

students who sit in the back row have to stand up; otherwise, they cannot

hear what their teachers say. Three and four students commonly share one

desk, and teachers have to use a loudspeaker (Xinhua, 2016).

According to EF Academy, a majority of their classes have an

impressively low student-teacher ratio of 15:1. Small class sizes and an

inspiring and highly qualified teaching faculty ensure that students get the

absolute most out of their IGCSE, U.S. High School Diploma, IB Diploma

or A-Level courses. More likely it stressed that in a smaller class, it’s more

difficult for students to hide and get left behind. Fewer students means

that each one gets attention from the teacher, and they are encouraged and

pushed to take part and express their opinions. Along with this, a research

has shown that high school students in smaller classes have higher grades

and perform better on their university entrance exams (Kennedy, 2015).

Hence, teachers at the front of a small class have more opportunities

to observe and assess the class as a whole and the students as individuals.

Learning is further enhanced when teachers and students can interact

spontaneously in the classroom. It also cited that with fewer students per

class, individuals can connect more closely with their peers and become
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more confident and comfortable when it comes to sharing their ideas and

perspectives. More so, these connections lead to lasting friendships. As

cited, at an international school, students will respect and connect with

peers who are from different cultures and countries – a skill that is very

important in the globalized 21st century ( kinsa author ani).

Further, teaching strategies differ as well. According to a study,

instructors in small and medium classes are more likely to involve

students in hands-on projects and real-life activities, assign projects that

require original or creative thinking, form teams or discussion groups to

facilitate learning, and ask students to help each other understand

concepts or ideas (Benton, et.al, 2013).

More likely, overcrowded classroom conditions not only make it

difficult for students to concentrate on their lessons, but inevitably limit

the amount of time teachers can spend on innovative teaching methods

such as cooperative learning and group work or on teaching anything

beyond the bare minimum required by the curriculum. On top of this,

teachers in congested classrooms are generally over-stretched, more likely

to suffer from burnout, or have a more strained relationship with their

pupils (Jones, 2017).

Accordingly, Rhalmi (2016) posits that there are several difficulties

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that a teacher may experience while teaching large class size. Such

problems include:1) tremendous effort that she or he will have to make for

in outnumbered class to there is always something to be done; 2) it is

difficult to get a satisfactory knowledge of students’ needs in a large class;

3) teachers may experience stress as a consequence of the large number of

students with an inevitably high noise level; 4) as students’ abilities might

differ considerably, organizing, planning, and presenting lessons may

constitute another challenge; 5) in the learning process, it would be

difficult to engage students to actively participate in an crowded class;

and 6) it would be difficult for teachers to measure effectiveness in a

crowded class.

Further, Guardian African Network (2013) cited that it is a widely

practiced in South African schools especially in Eastern Cape that there are

130 learners squeezed into one classroom and that’s the reason why

teachers are obliged to present their lesson with backs pressed up against

the blackboard. Accordingly, Opoku-Asare et al. (2014) reiterated that

teaching in overcrowded classrooms create challenges that will affect the

effectiveness and assessment strategies of teachers since this is crucial in

making classroom environments productive. Since teachers cannot employ

variety of methods like higher order questioning and active learning, they
 16

will confine themselves to the chalk and talk instructional method.

Likewise, Sosibo and Nomlomo (2014) argue that teachers cannot persuade

or take all learners to task to participate and they tend to ignore those who

are passive. Since in overcrowded or large classrooms, teachers are unable

to differentiate their attention among learners.

Moreover, Imtiaz (2014) said that disciplinary problems in large

class are observed since it would be difficult for a teacher to cope with

noisy, prone to pushing, crowding, and hitting class. In addition, this

could create negative impact on classroom discipline. In general, Mustafa

et al. (2014) points out that large member of learners in a classroom are a

hindrance to proper classroom management.

Marais (2016) cited the works of Cortes, Moussa and Weinstein in 2012

that gave highlight to the fact that class size affects students’ performance

due to the misbehavior and other disciplinary problems in large classes.

The findings of their study accordingly show that the learning activities’ of

learners in the class is influenced by the disruptive behaviour manifested

by one or more students in the class.

Time management is seen as a problem in large classes or

overcrowded classroom as mentioned by Imtiaz (2014) and Mustafa et al.

(2014) that in large classes and overcrowded classrooms, the teachers

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devote more time in administrative tasks like checking of attendance and

managing behaviour rather than in giving time for instruction and

integrated reading. Actual classroom instruction is given less time.

Furthermore, Khumalo and Mji (2014) agree that since large classes or

overcrowded classrooms affect learners’ health and these classrooms are

considered unsupportive learning environments. Accordingly, they point

out that these classrooms are unhygienic since if a learner has a contagious

disease, thus others can be affected and infected too.

Bayat et al. (2014) suggest that the Department of Basic Education in

South Africa should decrease the teacher to learner ratio to 1:25 for he

believed that it would be beneficial to both the teacher and the learner.

Moreover, overcrowded classrooms have possibilities for poor

matriculation. The perceived reason is the not enough space for each

student. Students need enough space between them because they have the

chance to copy from each other. Thus, they may move to higher grades

without the necessary information and foundation that they must learn in

lower grades. As such, would result to poor matriculation results in

students in overcrowded classrooms.

Mapfumo et al. (2014) stress that in Zimbabwe, the major source of

stress and burnout among teachers are severely due to overcrowded

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classrooms and likewise in Ghana too, as cited by Ghana, Opoku-Asare et

al. (2014). Further, Gideon (2014) in his study discloses that in most schools

in Kenya where classes with learner numbers ranging up to 200

areextremely high, which likely to undermine effective teaching and

learning. Moreover, a study conducted by Drame and Kampoff (2014)

revealed that in Senegal, the average class size ranges between 50-60

learners per classroom where learners are cramped together. This class

situation makes classrooms inaccessible for learners with disabilities as

well as with those that are having attention and behavioural difficulties as

well as vision and hearing impairments.

Meador (2018) said that there is an expected result when there is an

increase of the number of students in the classroom. Louder classrooms

translate distractions making it more difficult for students to learn and for

teachers to teach.

Large class size inhibit small group activities and individualized

instruction, because of the noise level and lack of space in the classroom .

Admittedly, some researchers have found that classroom noise is a result

of students’ boredom, vague instructions to activities presented in class

and teacher’s low voice (Bahanshal, 2013).

According to Pearson in 2017, with too many students in a

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classroom, it would be difficult for the teacher to get to know each student

on a personal basis. Learning disabilities or special needs are less likely to

be identified because teachers do not have time to focus on the individual

needs of each student. Students who could benefit from additional

challenges may also suffer, because teachers with large class sizes are less

likely to notice exceptional learning abilities.

Parnell (2017) argues that traditional teaching has been missing

opportunities for connections: between subject-matter and context,

between academic and vocational education, between school and life,

between knowledge and application, and between subject-matter

disciplines. He suggests that teaching must change if more students are to

learn mathematics. The question, then, is how to exploit opportunities for

connections between high school mathematics and the workplace and

everyday life.

Felton (2014) argued that in addition to teaching mathematics for its

own sake, teachers should also teach mathematics so that students learn to

value diversity, see mathematics in their lives and cultural backgrounds,

analyze and critique social issues and injustices. These learn-see-analyze

purposes require connecting mathematics to real-world contexts.

The Best Teaching Practices in 2018 posted an article on the 7

Effective Teaching Strategies for the Classroom. These are 1)visualization

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where the teacher bring dull academic concepts to life with visual and

practical learning experiences that could help students to understand how

their schooling applies in the real world; 2) cooperative learning wherein

students of mixed abilities are encouraged to work together; 3) inquiry-

based instruction where the teacher pose thought-provoking questions

which inspire students to think for themselves and become more

independent learners; 4) differentiation, the teacher will differentiate her

teaching by allocating tasks based on students’ abilities, to ensure no one

gets left behind; 5) technology in the classroom meaning technology is

incorporated into teaching for this is a great way to actively engage

students; 6); behavior management in order to gain students respect and

ensure students have an equal chance of reaching to their full potential;

and 7).Professional development to enhance teaching and learning in the

classroom.

Bennet (2018) accordingly said that role play is an active

instructional strategy that has students to take on different roles in a

specific context as they explore and learn about the topic they have.

Further he said that debate in the classroom can be an active strategy that

strengthens skills of persuasion, organization, public speaking, research,

teamwork, etiquette, and cooperation.

According to Rhalmi (2016) it would be a great idea to train students

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to work in small groups of five to seven and let them work in groups

because it would be beneficial for students to sit around in a circle so that

everyone could have a chance to participate. He also noted that pair work

may be also a good alternative to practice conversations, exercises and

other activities. Pairing weaker students with stronger ones might be an

option unless the teacher fears the weaker students feel intimidated.

Cummings (2018) states that since students often dread

mathematics, so opening the first day of math class the teacher will

introduce a game that allow students to get to know each other and see

that math can be fun. She further said that enjoyable math activities also

show students that math is relevant to life outside the mathematics

classrooms.

As cited by Bennet (2018), that in making the classroom rules

students should be involved in all aspects, keep rules simple for too many

rules make students feel overwhelmed, establish rules that cover behaviors

that specifically interfere with the learning and engagement of the

students, and use evidence-based practices to see how rules work or not

and effectiveness should be monitored.

Moreover, a study conducted by Drame and Kampoff (2014)

revealed that in Senegal the average class size ranges between 50-60
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learners per classroom where learners are cramped together. This class

situation makes classrooms inaccessible for learners with disabilities as

well as with those that are having attention and behavioral difficulties as

well as vision and hearing impairments. As such, there is a possibility that

students could be easily affected if one of the students in the class were

having contagious diseases. Thus, this study is proposed.

Rhalmi (2016) reiterated that simple rules should be set for class

management. The teacher should establish simple rules of acceptable

behaviour for everybody to observe when working in groups, in pairs or

individually. Students should be trained to deal with classroom chores in

getting in and out of the classroom at the start and end of lesson or during

recess time. Even in handing out of books, papers, other materials, and in

putting away school materials at the end of the lesson, these simple rules

should be evident.

According to Sunga (2016), there is a substantial research showing

that class size reduction in the early grades leads to higher student

achievement in reading and math when class size is reduced to 15-20

students. She further said that smaller classes lead to lasting academic

improvements.
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Furthermore, Sunga (2016) posits that reduced class size is beneficial

to the teachers since they spend more time on instruction and less time on

discipline problems. They have time to know their students better, know

where each child is in the learning process, and can provide more

individualized instruction. All these improvements are noted to have

matched by increased student achievement thus making teaching more

rewarding.

A patient teacher never gives up and would try out new ways to

help them succeed in school (The Voki Team, 2014). Further, the team

states that teachers who love teaching, teach children to love learning.

They believe that teachers should be passionate and love teaching.

Passionate teachers are those make great changes in the lives of the

students. Their beliefs and vigorous actions make the students realize their

inner values and bewitch them. Passion contributes to teacher’s motivation

and performance. Passionate teachers have an effect on student

achievement. There is a strong correlation between passionate teaching

and successful student learning (International Journal of Academic

Research in Progressive Education and Development, 2013).

According to Sunga in 2016 that the standard size for public schools

in elementary and high school is clearly defined by the Department of

Education policies. Moreover, in the country where the number of

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students far outnumber the classroom available, this gives the scenario

where 50 and even 60 students in some cases. She further said that it

couldn’t be argued that there are negative effects of an overpopulated

classroom. Furthermore, she mentioned that class reduction is something

that is so clearly beneficial to the ability of the students to learn and for the

teachers to teach that she hoped to happen.

House Bill No. 473 known as the Act Regulating Class Size in All

Public Schools and was approved by the Committee on Basic Education

during the 16th Congress. This bill seeks to address the concerns on the

oversized classes found in public classrooms today for this violates the

constitutionally guaranteed right of Filipino school children to quality

education. The bill also emphasized that oversized classes violate the right

of teacher to just compensation and humane working conditions.

The literatures cited give a clear overview about the experiences that

teachers have while teaching large, overcrowded or beyond class size

which is composed of more than 50-60 or more students. Various authors

have cited proofs that overcrowded classrooms due to large size or beyond

class size can influence a variety of disruptive consequences on learners

behavior that can have a negative impact not only to teachers but to the

learners as well.
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Chapter 3

METHODOLOGY

This chapter presents the methods that were used in the

conduct of this phenomenological study. This presents the research design,

the research participants, and role of the researcher in the investigation,

data sources, data collection procedure, data analysis, the trustworthiness

of the study, and ethical consideration.

Research Design

This study used a qualitative type of research that uses a

phenomenological approach. It includes observations, immersion,

interviews, open-ended surveys, focus group, and content analysis of

visual materials. As a whole, this is a collection of concept theories that

support the main scope of the study (Crossman, 2017).

Qualitative research allowed investigators to develop deeper

 26

understanding of a topic. It uses methodological processes such as, focus

groups, in- depth interviews and direct observation so researchers can

investigate stakeholder attitude, belief and preferences of the how and

why of decision making (Mollen, 2015).

As the researcher used phenomenological approach, this focuses on

the experiences, events and existences with disregard or minimum regard

for the external and physical reality. It is a study that attempts to

understand people’s perceptions and understanding of a participant

situation or phenomenon (Armstrong, 2010).

Each individual has different perspectives in life. Since, this type of

research relies on human experiences and different perspectives,

phenomenological research helps us to gather detailed information

through qualitative methods. In fact, qualitative method can be presented

from the person’s point of view through interviews, discussions and data

(Lester, 1999).

As the researcher, I looked into the experiences of teachers teaching

Mathematics beyond class size. Thus, this qualitative- phenomenological

design is the appropriate design to be used.

Research Participants
 27

The participants of the study were the 12 Mathematics teachers

handling large class sizes from the two big schools of the Division of the

City of Mati, Second District of the Province of Davao Oriental. The

teacher participants were selected based on the pre-selection criteria which

are the following: a) Mathematics teachers handling a class with 60 and

above students. b) Teachers who been handling large class sizes for two (2)

years or more.

There were 12 participants chosen in the study since according to

Polkinghorne (1989) those 5 to 25 participants in a qualitative research

helps the researcher build and maintain rapport that will improve frank

and open exchange of information. Thus, this can help lessen some of the

bias and validity threat inherent in qualitative research. The numbers of

participants in the study were 6 for the Focus-Group Discussion (FGD) and

6 for In-depth Interview (IDI). Each group were composed of Mathematics

teachers from the two big schools of the Schools Division of the City of

Mati who experienced teaching Mathematics beyond class size.

Each participant was contacted in a convenient location and time for

the interview. Aside from that, I asked the participants to sign a consent

form. This study focuses on the teachers who actually are teaching

Mathematics beyond class size. The names of the chosen participants were
 28

not revealed for ethical consideration, but their names were represented

through fictitious codes and different aliases.

Role of the Researcher

The researcher in this study follows the principle that qualitative

research is for the researchers who attempts about human experiences,

feelings, and responses to a particular situation. The researcher delves into

the perceptions, perspectives, understanding, and the feelings of those

people who have actually experienced or lived the phenomenon.

Apparently, the researcher is willing to commit extensive time to collect

data, engage in data analysis, does reflexivity and writes long passages by

themselves. Hence, the researcher plays many roles such as interviewer,

transcriber, translator, analysis and encoder.

I used in - depth interview and focused group discussion and

recorded their responses with the use of voice recorder. Then, I

transformed their answers into written form by transcribing the answers

(Sutton, 2015). Moreover, this is done in order to interpret data very

simply for this will help the researcher to read, analyze, and interpret

information with ease, with text that is precise and concise as well as easily
 29

understandable (Assens, 2018).

Initial analysis of data gathered is done by the researcher. Since data

collection and analysis usually proceed simultaneously, making notes or

memos is an important data analysis strategy. This is done because the

notes made can help the researcher trace his thinking and can help too in

the final conceptualization that answers research questions (Sutton, 2015).

In qualitative study, the relationship and intimacy that is established

between the researcher and the participants can raise a range of different

ethical concerns. As to conduct of the study, I strongly maintain the ethical

standards in conducting the qualitative research by employing the three

basic ethical principles of The Belmont Report Framework which are

respect of persons, beneficence and justice.

Data Sources

Creswell (2007) cited that qualitative research typically gathers

different forms of data gathering like interviews, observations and

documents.

In the study, the data were taken from the 12 participants’

experiences, observations or responses obtained from the in-depth

interview and focus group discussion. The participants experienced

handling mathematics subjects beyond class size in the two (2) big
 30

secondary schools of Division of the City of Mati, Mati City, Davao

Oriental.

According to the British Dental Journal (2013), in academic research,

focus group discussion is a discussion on a particular topic organized for

research purposes. The discussion is guided, monitored and recorded by

the researcher. This is used for generating information on collective views,

and the meanings that lie behind those views. It is also useful in generating

a rich understanding of participants’ experiences and beliefs. A key to a

successful group discussion is interaction. This means that since the

participants of the study are all teachers, they are easier to enlist; they have

shared experiences for being both teachers of big secondary schools, they

will enjoy the comfort and familiarity which can facilitate discussion or

they can challenge each other about the phenomena being studied.

Aside from focus group discussion, individual in- interview with the

participants were conducted too in order to gather data for the study on

the experiences of mathematics teachers handling beyond class size. As

discussed in the British Dental Journal (2013), having predetermined

questions prepared by the researcher regarding the phenomena being

studied can contribute to relatively quick and easy administration and of

particular use if clarifications of certain questions are required with the

 31

respondents.

Data Collection Procedures

After the approval of the panel members, the researcher followed

steps and procedures in gathering data for the study.

The researcher asked permission from the office of the

Superintendent of the Schools Division of the City of Mati to conduct the

study in the two big secondary schools of the division. After approval, a

letter of endorsement was sought in order to accommodate the researcher

to administer the study to the 12 participants. Moreover, the researcher

made another letter to conduct the study to the respondent teachers in the

respective schools of the division. Likewise, the researcher sends a letter to

the school heads of the respondents as to the conduct of the study.

First, I chose participants according to their availability and

willingness to participate. The researcher took the right steps as to making

it sure that all the questions asked were properly answered ensuring that

those who were chosen really have an experience on the phenomena being

studied.

Second, participants were informed about the nature of the study

 32

and requested them to affix their signature in the consent form that serves

as agreement with the researcher that they are willing to participate

without coercion.

Third, participants were informed regarding the central purpose of

the study, the protocol design in data collection, and the participants’

confidentiality.

Fourth, I prepared the essential materials and instruments in data

gathering like the guide questions and audio recorder for the interview

and notebook for field notes.

Fifth, focus group discussion and the in-depth interview were

conducted. Participants’ answers were recorded. Audio recordings were

stored in a computer or any available drive to be ready for transcription.

Answers were transcribed in verbatim to ensure a greater degree of

accuracy during the data analysis.

Sixth, thematic analysis was done. I was assisted by my adviser to

ensure that the responses of my participants were analyzed carefully based

on the core ideas.

Data Analysis

Data analysis method used thematic analysis in analyzing data of

 33

the study. Thematic analysis is a widely used qualitative data analysis

method since it is theoretically flexible. This means that it can be used

within different frameworks, to answer quite different types of research

questions. It suits questions related to people’s experiences, or people’s

views and perceptions. One approach to thematic analysis is coding. This

is done by generating labels or codes that identify important features of the

data that might be relevant to answering the question. This involved

coding the entire dataset and after collating all the codes and dataset,

collating all the codes and all relevant data extracts together follows for

later stages of analysis (Braun & Clarke, 2014).

In this study, I employed coding on the data collected, which were

categorized by theme.

Trustworthiness of the Study

Shenton’s strategies for ensuring trustworthiness in qualitative

research projects (2004) were used in establishing trustworthiness of the

study which includes credibility, confirmability, transferability and

dependability. This involves the strategies advocated based on Shenton’s

experiences. The criteria given in detail suggest provisions that the

researcher employs in order to meet the requirements of trustworthiness of

the study.
 34

Credibility as one of the criteria of trustworthiness that focuses on

preference to internal validity in which the researcher will seek to ensure

that the study measures or tests what is actually intended. This would give

an idea on how congruent are the findings to reality (Shenton, 2004).

The first one was triangulation. This involves the use of different

methods like observation, focus groups and individual interviews that

form the major data collection strategies. Though focus groups and

individual interviews suffer from some common methodological

shortcomings since both are interviews of a kind, their distinct

characteristics also result in individual strengths.

Member checking according to Guba and Lincoln (1989) is

considered the single most important provision that can be made to show

the study’s credibility. Accuracy of the data is related to checks for it may

take place on the spot while the study is conducted and at the end of the

data collection dialogues. This would give the informant the chance to

check if the words said match with what he actually intended.

Iterative questioning involves the incorporation of specific schemes

to uncover deliberate lies. Probes are included to elicit detailed data and

iterative questioning in which the researcher returns to matters previously

raised by the participant and extracts related data through rephrased

 35

questions. This is done if in case there are contradictions that may appear,

or falsehoods can be detected and the researcher may suspect the data

(Shenton, 2004).

Prolonged engagement is the lasting presence during observation of

long interviews or the long lasting engagement in the field with

participants. Here, investing sufficient time to become familiar with the

setting and context to test misinformation, to build trust, and to get to

know the data to get rich data should be employed.

In my study, to ensure credibility I employed triangulation were

employed in order to attain considerable results within individual

strengths, member checking for the accuracy of the data gathered, iterative

questioning to uncover deliberate lies if there are, and prolonged

engagement to have lasting presence during observation of long

interviews or the long lasting engagement in the field with participants.

Confirmability, this is in preference to objectivity which means that

the researcher must take steps to demonstrate that findings of the study

will emerge from the data and not his own predispositions (Shenton,

2004).

In my study, to ensure confirmability, I did audit trail to have a step-

by-step in tracing the course of the research with the decisions made and
 36

the procedures described.

Another criterion is transferability which gives preference to

external validity that concerns with the extent to which the findings of the

study can be applied to other situations. Such that to make transferability

work, the researcher provided sufficient detail of the context of the study

for the reader to be able to decide whether the prevailing environment is

similar to another situation with which he is familiar and whether the

findings can justifiably be applied to the other setting. Thick description in

transferability refers to the detailed account of field experiences in which

the researcher makes explicit the patterns of cultural and social

relationships and puts them in context. A phenomenon will be described

in sufficient detail that will allow the researcher to evaluate the extent to

which the conclusions drawn will be transferable to other times, settings,

situations, and people (Shenton, 2004).

In my study, I provided thick description of the phenomenon under

investigation in order to allow readers to have a proper understanding of it

and that enable them to compare the instances of the phenomenon

described in the study.

Dependability is in preference to reliability. It is accordingly

stressed by some authors that in order to address the issue on

 37

dependability more directly, the processes within the study were reported

in detail that would enable a future researcher to repeat the study, but not

necessarily to gain the same results. In dependability, the use of

overlapping methods will be used. Namely, focus group discussion and

individual depth interview. Focus group is a group discussion on a

particular topic organized for research purposes. The discussion will be

guided, will be monitored and will be recorded by a researcher. While

individual depth interview (IDI) will be used to explore the views,

experiences, beliefs and or motivations of individuals on specific topic.

Interview is believed to provide a deeper understanding of social

phenomena. It is therefore most appropriate where little is already known

about the study phenomenon or where detailed insights are required from

individual participants. It is appropriate to use in dealing with sensitive

topics where participants may not want to talk about issues in a group

environment (Pickering, 2013).

In my study, to ensure dependability, the processes within the study

were reported in detail, thereby enabling future researcher to repeat the

work but not necessarily come up with the same results. The research

design and its implementation described what is planned and executed in

a strategic level, the operational detail of the data gathering addressed the
 38

minutes of what is done in the field, and the reflective appraisal of the

study evaluated the effectiveness of the process of the study.

Ethical Consideration

Ethical consideration of the study is anchored on The Belmont

Report framework (1976) wherein three principles or general perspective

judgments that are relevant to research involving human subjects are

identified. The three basic ethical principles are respect of persons,

beneficence and justice.

Respect for person incorporates two ethical convictions: the first

conviction stressed that individuals should be treated as autonomous

agents and second is that persons with diminished autonomy are entitled

to protection (The Belmont Report Framework, 1976). Accordingly, in the

study respect for person as ethical consideration principle will be

employed in a way wherein the participant’s will enter into the research

voluntarily and with adequate information.

In this study, the researcher makes sure that the participants

undertake activities freely and with awareness of possible adverse

consequence. The researcher asked the participants to sign the informed

consent.
 39

Beneficence as a principle of ethical consideration states that

persons are treated in an ethical manner not only by respecting their

decisions and protecting them from harm, but also by making efforts to

secure their well-being. Researchers are required to give forethought on

maximization of benefits and reduction of risk that may be involved in the

research (The Belmont Report Framework, 1976).

In the study, beneficence was observed by providing assurance to

the participants that their identity will not be revealed and the secrecy of

the information gathered remains as it is. The participants were assigned

codes to maintain secrecy of identity.

The ethical principle of justice gives rise to moral requirements that

there be fair procedures and outcomes in the selection of research subjects.

People should be treated fairly and there would be fair distribution of the

risks and the benefits of research based upon the problem or issue under

investigation (The Belmont Report Framework, 1976).

In order to make justice as an ethical consideration of the study, the

researcher treat the participants equally no matter how old, how long the

experience, how competent, and what position he is holding. It is

necessary that the researcher explain in what respects people should be

treated equally. Moreover, in order to ensure justice in the study, results

 40

were presented to the participants.

Chapter 4

RESULTS

Presented in this chapter are the experiences of the participants,

 41

their insights and sentiments as well as the concepts which emerged from

the information gleaned through the in-depth interviews and focused

group discussion.

As soon as the interview was done, the next process was

transcribing the recorded answers of the participants. Transcription in the

linguistic sense is the systematic representation of language in written

form. I considered this as tiring and time-consuming because some of the

responses were unclear in the recorder. Listening to the recorder was done

repeatedly to ensure that all the responses would be translated into written

code. This laborious process was followed by classification and

categorization of ideas into themes. Hence, interview transcripts served as

the primary source of data.

Experiences of the teachers teaching Mathematics having large class size

After analyzing the sentiments of the participants about their

experiences as teachers teaching Mathematics having large class size, four

(4) major themes emerged: 1) dealing with noise; 2) attention deficient;

3) difficulty in connecting Mathematics to reality; and 4) treating

misbehavior.

Table 1 shows the different lived experiences of the teachers

teaching Mathematics beyond class size.

Table 1
 42

Major Themes and Core Ideas of the Experiences of the Teachers

Teaching Mathematics Beyond Class Size

Major Themes Core Ideas

 Handling a large class is

hard but I still have to
manage them.
Difficulty in  I have difficulties to
provide learning good
Dealing with the Noise environment due to large
number of students in the
class.
 I find students are noisy
due to large class size.
 Difficulty in teaching in
large class size is
contributed by lesser
students’ attention with
the subject that directly
affected their
participation.
 Classroom management is
seen as problem in large
class size.
 It is hard to get the
Attention Deficient attention of the student if
you have only one activity.
 Getting students’
attention is one of the
problems in a large class.
 Teacher really takes time
to get the attention of the
students.
 It is a must to the get the
attention of every student
in order to have good
relationship.
Difficulty in Connecting  It is difficult to relate
Mathematics to Reality Mathematics in real life.
 43

 I noticed that students find

difficulty to connect the
concept in reality.
 I observed that students
have difficulty in giving
real life examples in
abstract Math.
 I find it hard to relate the
concept in Math to reality
like in Calculus.
 I cannot avoid those
students who are very
stubborn.
 I experienced student’s
different behavior because
there are some students
who have behavioral
problems that even if you
Treating Misbehavior talked to them many
times, still they do not
listen.
 I experienced management
problem in some students
for lack of interest because
of their behavior.

Difficulty in Dealing with the Noise

For the participants, dealing with noise is reflected as one of the

experiences of teachers teaching Mathematics beyond class size.

Sometimes, they even share the same feelings during the time of teaching

Mathematics with a large class size.

This concept is linked to the response of IDI-02 who recalled his

 44

experience:

“So, handling a large class is hard but I will have to…

One of the factors to consider is their being noisy.”

(So, in handling a large class it is hard but still I

will have to manage them. One of the factors to
consider is being noisy.)

IDI- 01 added,
“As I’ve mentioned earlier noisy classroom due to a
large number of students ahm a classroom setup which
actually a hindrance of a good environment or a
conducive learning environment for the students and
ahm that’s it.”

(As I’ve mentioned earlier noisy classroom due to a large

number of students. Classroom setup is actually a hindrance
of a good environment or a conducive learning environment
for the students and that is it.)

FGD- 04 shared the same experiences,

“Before, I manage to teach lower years, Grade 7 for

that matter. So, in this class usually the students are
noisy and they are actually large class.”

(Before, I manage to teach lower years,

specifically Grade 7. So, in this class the students
are noisy and they are actually a large class.)

Attention Deficient

It is really a must to get the attention of everybody. Hence, for the

participants, the desire to get the attention emerged as one of the themes in

the experiences of the teachers teaching Mathematics beyond class size.

 45

In relation to this, FGD- 03 said that,

“I am with the statement of my co- teachers it is

because in in in looking at this there were many
reasons or instances the students will ah evade the
discussion because my perception is they have not
given so much attention that is you can encounter
difficulty mostly or favorably ah the large number of
students. So, less attention and then nagkaroon na
talaga ng chaos sa situation na daghan jud kaayo sila.”
(I am with the statement of my co- teachers it is
because looking at this there were many reasons
or instances the students will evade the discussion
because my perception is they have not given so
much attention that is you can encounter
difficulty mostly or favorably the large number of
students. So, less attention and then it happened,
the situation became chaos because there are
many inside the classroom.

In addition, IDI-05, IDI- 06 and FGD- 01 and expressed the same

experiences. They stated that,

“So, in handling classes … na medyo dako jud ang

daghan ang number sa students so dili jud lalim e
handle ang class pag daghan jug ang learners kay
uban while gaklase ka labi na especially sir sa likod
dili maminaw kay distruct na sir.”(IDI- 05)

(So, in handling classes with numerous students,

it is not easy to handle the class with many
students because some of them especially those
seating at the back will not listen because they’ve
been distracted.)

“Of course, it is very difficult to catch their attention if

you have only one activity or especially if you have
 46

only discussion itself without group activity. It is

really hard.”(IDI-06)
(Of course, it is very difficult to catch their
attention if you have only one activity or
especially if you have only discussion itself
without having group activity. It is really hard.)

“I encountered in handling large classes is that it is

very difficult to get the attention of all the
students.”(FGD- 01)

(I encountered in handling large classes that it

was very difficult to get the attention of all the
students.)

Moreover, IDI 01 concurs that,

“Students really don’t pay attention due to their

actually or there’s a lot of students”

(Students really don’t pay attention due to many

students inside the classroom.)

Difficulty in Connecting Mathematics to Reality

Connecting Mathematics to reality is quite difficult. They exhibited

efforts regarding their experience in teaching Mathematics to reality.

Hence, participants expressed difficulty in connecting Mathematics to

reality as one of the experiences of the teachers.

In line with this, FGD- 02 expressed that,

“Sa akoa, especially sa akoa naa ko sa Grade 9. Sa First

Quarter medyo lisud- lisud e kuan siya sa area life
situation dili kaayo.”
 47

(For me, I am teaching Grade 9. In the first

quarter it is quite difficult to relate into real
situation.

FGD- 06 also added,

“Many of them dili jud kaayo kabalo sa Mathematics

jud noh, maglisud, difficult jud siay e kuan nako siya
sa reality.”

(Many of them do not know about Mathematics.

It is difficult if I will connect it with reality.)

Moreover, FGD- 01 and FGD-05 shared the same experiences. Said

that,

“In Mathematics, if you’re teaching abstract Math it is

very difficult connect with students. It is very difficult
to give real life examples.” (FGD-01)

(In Mathematics, if you are teaching abstract

Math it is very difficult to connect with students.
It is very difficult to give real life examples.)

“It is very hard to relate the topic in Math to reality

especially the square root and the calculus but some of
the topics can be conceptualized.”(FGD- 05)

(It is very hard to relate the topic in Math to

reality especially the square root and the calculus
but some of the topics can be conceptualized.)

Treating Misbehavior

Handling large class size is a challenging one. Students are coming

from different diversity with different attitudes and behaviors. They

exhibited efforts in treating misbehavior of the students. Hence,

 48

participants expressed experience in treating misbehaviour of their

students.

This concept is linked to the response of IDI-02 who recalled her

experience:

“I cannot avoid those students who are very really

stubborn. So I will find ways and means how to solve
that stubbornness among students.”

(I cannot avoid those students who are very

stubborn. So, I will find ways and means how to
solve that stubbornness among students.)

In line with this, IDI-04 expressed that,

“So kanang different nga behavior sa estudyante kay

naa jud mga estudyante jud pabadlong kaayo bisan
unsaon nalang nimo ug storya kay dili jud maminaw.”
maminaw lang kadali.”
(There are some students who have behavioral
problems because of different behavior that even
if you talked to them many times, still they do not
listen.)

Moreover, FGD-06 added that,

“I experienced management problem in some student

for lack of interest. Another kay ilaha behaviour.”

(I experienced management problem, some

students have lack of interest because of their
behavior.)

Ways to Cope with Teaching Mathematics Beyond Class Size

After careful analyzing and classifying of the responses of the

 49

participants of ways to cope with teaching Mathematics beyond class size,

four (4) major themes were manifested: 1) employing varied learning

activities; 2) working by group or pair; 3) introducing games; and 4)

implementing class rules

Table 2 shows the different responses of the teachers on ways to

cope with teaching Mathematics beyond class size.

Table 2

Major Themes and Core Ideas of ways to Cope with Teaching

Mathematics Beyond Class Size

Major Themes Core Ideas

 I used varied activities to

stimulate student’s
interest.
 I grouped students to
engage them in the
activities.
Employing Varied  I provide varied activities
Learning Activities to cater diverse learners.
 I gave other activities like
quiz bee or boardwork.
 I gave differentiated
activity like games.
 I incorporate ICT to break
students’ monotony.
Working by Group or  I grouped students but I
Pair see to it that each member
is doing their own task.
 I let students to have
brainstorming.
 I am using activities to my
students.
 50

 I gave activities suited to

the capacity of the
students.
 I also used oral
participation to my
students.

 I used games to allow

them to learn as group or
by their own.
 I used games if it’s
Introducing Games applicable to the lesson.
 I am using outdoor
activities instead of giving
lectures.
 I used games in my lesson.
 What I usually do as a
teacher when handling
large class size I set the
seating arrangement, elect
and create permanent
group.
 Policies in my class are
implemented if possible
by setting the seating
arrangement and
grouping the class prior to
giving activities.
 You should always be
clear of your rules and
Implementing regulations.
Classroom Rules  First thing you should do
is set the classroom rules.
 You should set the ground
rule from the beginning of
the class good for the
whole school year.

Employing Varied Learning Activities

 51

There are many ways or strategies to give to our students for

them to learn and understand what we are discussing. Hence, participants

displayed employing varied learning activities as one of the ways to cope

with teaching Mathematics beyond class size.

In connection to this, IDI-01 articulated his response in this manner:

“There’s a lot of strategies and again considering a

large number of class so you need to ahm use variety of
activities. Since daghan sila so you need to throw
questions to stimulate their interest at the same time if
possible and if the resources allows you then use audio
visual for delivering your lesson”

(There are lots of strategies considering a large

number of classes so you need to use variety of
activities. Since they are many so you need to
throw questions to stimulate their interest at the
same time if possible and if the resources allow
you then use audio visual for delivering your
lesson.)

FGD -06 added,

“For me, I do like groupings, engage students in

activity. Then, I do also the kanang I also integrate
other subject, integrate nako example Math e integrate
nako sa science.”

(For me, I do like groupings, engage students in

activity. Then, I do also integration with other
subject like I integrate Math in Science).

IDI-05 also added,

“Dapat … to address the learners.So you give varied

activites. Siyempre sir lahi lahi ang mga learners naa
may mga dali lang maka catch up naa pod mga hinay
 52

pod so dapat varied imuha activities para atleast

katong dili mayo sa oral you give written ba kaya.
Usually group activities, seatwork by pair para mas
nay coaching sa ilaha duha.”

(In order to address the learners, so I give varied

activities. Since learners are coming different
diversity, there are some that can catch up easily
and there are some that are slow, so you should
have varied activities for atleast those who are not
good in oral, you can give written instead. I
usually used group activities, seatwork by pair so
that there will be peer coaching.)

IDI 04 and IDI 06 did the same and said,

“Nagapa group activity ko …. nagapa seatwork , naga

nagapa quiz bee and board work.”(IDI- 04)
(I let them have group activity, seatwork, quiz bee
and board work.)

“I should have varied activities to be applied in my

discussion. Just like for example game, group activities
you have to..likegames.”(IDI- 06)
(I should have varied activities to be applied in
my discussion. For example, I give games and
group activities.

IDI 02 said that,

“Give them some tools to use for example if you will do

the researching you may allow them to use a laptop or
cell phones just break their monotony. I used
television, a power point presentation.
(Give them some tools to use for example if you
will do the researching you may allow them to
 53

use a laptop or cell phones just break their

monotony. I used also television and power point
presentation.)

Working by Group or Pair

Collaborative learning is one way of understanding the lesson

easily. Hence, participants shared working by group or pair as one of the

ways to cope with teaching Mathematics beyond class size.

In connection to this, IDI-03 articulated her response in this manner:

“Most of the time, I do group activities but in the

group activities I make sure that each member of the
group is not just responsible of his or her own learning
but as well as the learning of his co- student co
member.”
(Most of the time, I do group activities but in
group activities I make sure that each member of
the group is not just responsible of his or her own
learning but as well as the learning of his co-
student co member.)

IDI- 05 conveyed that,

“So kuan … , group activity, brainstorming.”

(So, I think group activity, and brainstorming.)

FGD-02 did the same and said,

“I do groupings or by pair, or by three.”

(I do groupings, by pair or by three.)

 54

IDI- 06 and FGD- 05 did the same strategies and said,

“I do have group activities, games..ahmm. related to

personal or fitted to their capacity to do the group
activities.”(IDI-06)

(I do have group activities and games that are

related to personal or fitted to their capacity to do
the group activities.)

“Aside from some group activities, of course I have to

prepare visual aids and lately the coming of oral
participation.”

(Aside from some group activities, of course I

have to prepare visual aids and lately the coming
of oral participation.)

Introducing Games

Mathematics educational games are another option to introduce

experiential approaches to mathematics teaching. Hence, introducing

games emerged as one of the ways to cope with teaching Mathematics

beyond class size.

This is in relation to the answers of IDI- 03 who mentioned that,

“I do group activities, you can also have games ahm

allow them to learn on their own but with much great
assistance coming from me as a teacher.”

(I do group activities and games allowing them to

learn on their own but with much great assistance
coming from me as a teacher.)

IDI-05 added,

“Yes, sometimes if our topic includes or needs group

 55

activities or games they are very participated and

cooperative to join the activities.”

(Yes, sometimes if our topic includes or needs

group activities or games they are very
participated and cooperative to join the activities.)

FGD-01 also added,

“I usually bring my students outside of the classroom

and instead of giving them lectures and lectures I used
games for them to enjoy at the same time.”

(I usually bring my students outside of the

classroom and instead of giving those lectures
and lectures I used games for them to enjoy at the
same time.)

Furthermore, FGD- 06 shared the same strategy and

said,

“Mag games ka then kana galing for example nag topic

ko ug less than and greater than kalimut man jud ang
mga bata unsaon to siya, asa paingon ang less than ug
greater than. So akong gihimo is ang gigamit nako kay
ang body parts siko. Kung diria sa left mao na ang less
than kung sa right kay mao na ang greater than. So
gamitan jud nimo sila ug body language.”

(I used games for example if my topic is about less

than or greater than, I am sure that the students
have forgotten all about it, which position is
greater than and which position is greater than.
So, what I did I used body parts, the elbow. The
elbow on the left is less than and on the right is
greater than. So, I used body language).

Implementing Class Rules

 56

Students learned because they really follow instruction. Before the

class starts teachers really give class rules for them to be guided especially

in doing some tasks. Hence, implementing class rules emerged as one of

the ways to cope with teaching Mathematics beyond class size.

In connection to this, IDI-04 articulated his response in this manner:

“As a teacher ang akong ginabuhat pag dako kayo large

class size is kadto seating arrangement tapos
nagaellect pod ko ug kanang mga leaders, naa pod ko
permanent group ginabuhat.”

(As a teacher what I did if it is very large class

size is seating arrangement then I let them elect
leaders and have a permanent group.)

IDI- 05 added,

So, dapat sir naga implement jud ka ug mga policies

na dapat while nagaklase mao jud ni siya dapat.If
possible magseating arrangement ka. Tapos para dili
karaw kuntahay maggroup activity ka para dili karaw
so dapat naa jud group ang bata daan palang. Para
mg.activity ka kay kabalo na sila asa sila padulong.”

(So, you should implement policies while having

the class. If possible you have seating
arrangement.)

IDI-01 expressed the same sentiments and said,

“You should always be clear of your rules and

regulations before starting discussions so that they will
be able to listen at the same time if possible have them
create their own rules at the same time the
consequences if they did such offense.”

(You should always be clear of your rules and

 57

regulations before starting discussions so that

they will be able to listen at the same time if
possible have them create their own rules at the
same time the consequences if they did such
offense.)

IDI- 02 and IDI- 03 did the same and said,

“First you have kuan the classroom rules so that they

will know what to do once if they will get ahhh.”(IDI-
02)
(First you have the classroom rules so that they
will know what to do.)

“I think you should set the ground rule from the

beginning of the class set the ground rules and the rest
of it and the rest of the school year should be
followed.”(IDI-03)

(I think you should set the ground rule from the

beginning of the class and the rest of the school
year should be followed.

Suggestions from the Teachers’ Experiences Teaching Mathematics

Beyond the Class Size that can be Shared to other Mathematics
Teachers and to the Department of Education

It is believed that experience is the best teacher. Handling large

class size is not easy to handle. After scrutinizing the thoughts of the

participants about their suggestions from the teachers’ experiences

teaching Mathematics beyond class size that can be shared to other

Mathematics Teachers and to the Department of Education , three (3)

major themes were revealed: 1) reducing class size, 2) being patient and
 58

passionate, and 3) reviewing department of education policies and

guidelines.

Table 3 shows the different suggestions from the teachers’

experiences teaching Mathematics beyond the class size that can be shared

to other Mathematics teachers and to the Department of Education.

Table 3

Major Themes and Core Ideas of the Suggestions from the Teachers’
Experiences Teaching Mathematics Beyond the Class Size that
can be Shared to other Mathematics Teachers and
to the Department of Education

Major Themes Core Ideas

 Make it sure that the

learning or the teaching will
be actually high.
 I believe it is the perfect size
that can give individual
attention.
 If I have given a chance to
suggest policies or rules it
Reducing Class Size would be 40 to 45 students
only inside the classroom.
 If possible it should be
lower in order to make the
classroom conducive for
learning.
 Class size should be 1
teacher is 30 to 45 students
only in one classroom.
Being Patient and  Love what you do because if
Passionate you like your work it is not
a burden to you.
 Based from my experience
 59

as a teacher I have my
dedication, passion and love
to my profession.
 As a teacher I have patience
towards the subject.
 Teachers should have to
stretch patience to their
students.
 Love your work and your
students.
 .Love your work so patience
should be in high level.
 The Department of
Education revisits the
policies and tries making
some changes.
 I would suggest to the
Department of Education to
thoroughly review the
Reviewing the DepEd policy.
Policies and Guidelines  I believe that it’s about time
that Department of
Education should review its
guidelines and policies in
order to improve the
Educational System of the
Philippines.

Reducing Class Size

Participants expressed a unified plea to really address overcrowded

classrooms because the learning of the students could really be affected.

Hence, reducing class size is one of the themes suggested by the teachers

teaching Mathematics beyond class size.

In line with this plea, IDI-01 suggested that,

 60

“If I would suggest it would be better that maybe we

are in public institution and most of the students will
be enrolling with us so if possible there’s should only be
a 45 to 50 heads depending on the size of a classroom
so that we can make sure that the learning or the
teaching and learning process will actually be a high.

(If I would suggest it would be better that maybe

we are in public institution and most of the
students will be enrolling with us so if possible
there’s should only be a 45 to 50 heads depending
on the size of a classroom so that we can make
sure that the learning or the teaching and learning
process will actually be high.)

IDI- 03 added that,

“I think the class size should be reduced sa kuan … 4o

to 45 although it is very ideal but I believe it’s the
perfect size that you can give individual attention sa
imohang mga bata kay kung makahatag ka aside from
the group activities, kung naa kay individual na mga
instruction mas dali nimo sila masabtan mas dali lang
pod sila makasabot at the same time.”

(I think the class size should be reduced into 4o to

45 although it is very ideal but I believe it is the
perfect size that you can give individual attention
to your students aside from the group activities.
If you have individual instructions it would be
easier for us to understand them and it would be
easier for them to understand at the same time.)

IDI-02 did the same suggestion and said,

“So, if I have given a chance to suggest policies or rules

ba kay 40 to 45 lang ang students inside the classroom
to have a conducive learning environment.”

(So, if I have given a chance to suggest policies or

 61

rules it would be 40 to 45 students only inside the

classroom to have a conducive learning
environment).

IDI-05 and IDI 06, suggested that,

“If possible man gale … no ang ratio dapat sa

classroom 1 is to 45 or kung possible sir no mas gamay
gamay pa jud ana para conducive ang classroom sa
learning kay pag dako man gud ang crowd ikaw lang
ang maestro mahurot ra jud imuha time sa
pagpamadlong kay saba man.”(IDI- 05)

(If possible the ratio should be 1 is to 45 in a

classroom or if possible it should be lower in
order to make the classroom conducive for
learning because if the crowd is large and you are
the only teacher your time will be consumed in
reprimanding them because they are noisy.)

“Class size should be 1 teacher is 30 to 45 students

only in one classroom.” (IDI- 06)

(Class size should be 1 teacher is 30 to 45 students

only in one classroom.

Being Patient and Passionate

Teaching is the noble profession and patient is a virtue. If our

passion is to teach then we have to be patient and have the passion to

teach. Hence, being patient and passionate emerged as one of the themes

suggested by the teacher teaching Mathematics beyond class size.

 62

For being patient and passionate, IDI-03 suggested that,

“Ahm..with the experiences I have ang first jud na ma

suggest is you have to love what you do kay kung
ganahan ka sa imuha trabaho dili jud na burden sa
imuha.
(With the experiences I have the first suggestion I
can give is you have to love what you do because
if you like your work it is not a burden to you.)

IDI-04 also conveyed his thoughts which can help build patient and

passionate:

“Based from my experience as a teacher you have your

dedication, passion and love to your professions. You
should be a good role model to your students, good
leaders as well and to become and efficient and effective
teacher your students and of course you should be a
good role model to your students, good leaders as well
and to become and efficient and effective teacher your
students.”

(Based from my experience as a teacher you have

your dedication, passion and love to your
profession. You should be a good role model to
your students, good leaders as well and to become
and efficient and effective teacher your students.)

FGD- 04 also added,

“Ako ano lang patient lang jud sa teacher. I think

patient jud establish. Kinahanglan na love nimo ang
imuha ginatudluan na subject.”

(As a teacher, I have patience. I think patience

should be established. There is a need to love the
subject you are teaching.)

IDI -06 and FGD -02 did the same suggestions,

 63

“Teachers should have to stretch patience to their

students.” (IDI- 06)

(Teachers should have to stretch patience to their

students.)

“Dapat taasan jud ang pasensya.Love nimo imuha

trabaho so taasan jud imuha pasesnya. (FGD- 02)

(There should be patience. If you love your work,

so your patience should be in high level).

Moreover, FGD- 01 agree that,

“You have to love your work, you have to love your

students. Otherwise puro lang jud ka reklamo and you
cannot do anything about it.”

(You have to love your work and you have to love

your students. Otherwise, you will be full of
clamors and you cannot do anything about it.)

Reviewing the DepEd

Policies and Guidelines

The need for reviewing the policies and guidelines of the

Department of Education was also mentioned during the data gathering

and interview. Hence, reviewing the Department of Education policies and

guidelines as one of the themes suggested by the teachers teaching

Mathematics beyond class size.

FGD-04 emphasized that,

“The Deped should revisit the policies and try to make

some changes on those policies are not really applicable
 64

as of today.”

(The Department of Education should revisit the

policies and try to make some changes on those
policies that are not really applicable as of today.)

IDI-04 also suggested,

“I would suggest to the Department of Education to

thoroughly review the policy about having the ratio of
1:45 means 1 teacher for every 45 students. If possible
they should strictly impose that policy in every school
because I believe that this policy is very helpful to the
teacher and to students as well to have a productive
and meaningful learning.”

(I would suggest to the Department of Education

to thoroughly review the policy about having the
ratio of 1:45 means 1 teacher for every 45 students
and if possible they should strictly imposed that
policy in every school because I believe that this
policy is very helpful to the teacher and to
students as well to have a productive and
meaningful learning.)

Furthermore, IDI-05 added,

“So for me, I believe that its about time that Deped
should review its guidelines and policies para pud
siguro ma improve ang Education System sa
Philippines.”

(I believe that it is about time that Department of

Education should review its guidelines and
policies in order to improve the Educational
System of the Philippines.)
 65

Chapter 5

DISCUSSIONS

This chapter presents the discussions and conclusion drawn from

the results of the study. This also contains the implication for teaching

practices and for further research.

The purpose of this study was to explore and understand the lived

experiences teachers teaching Mathematics beyond class size. To gather

substantial data, in-depth interview and focused grouped discussion were

used using the validated questions given by the validators. The

participants who expressed significant data for analysis have answered all

the questions formulated.

Experiences of the teachers teaching Mathematics having large class size

After analyzing the sentiments of the participants about their

experiences as teachers teaching Mathematics having large class size, four

(4) major themes emerged: 1) difficulty with noise; 2) attention deficient; 3)

difficulty in connecting Mathematics to reality; and 4) treating

misbehavior.

Difficulty in Dealing with Noise

Noise level of some students is also considered a problematic issue

as it will produce disturbance and prevent their classmates from learning.

Accordingly, this result is supported by the study of Meador (2018) who

 66

stated that there is an expected result when there is an increase of the

number of students in the classroom. He said that louder classrooms

translate distractions and making it more difficult for students to learn and

for teachers to teach.

Furthermore, as cited by Bahanshal (2013) that large class size

inhibits small group activities and individualized instruction because of

the noise level and lack of space in the classroom. Some researchers have

admittedly said and found that classroom noise is a result of students’

boredom, vague instructions to activities presented in class and teacher’s

low voice.

Attention deficient

Maintaining student concentration in lecturers has long been a

challenge for lecturers. Moreover, this result is in accordance to the view of

Pearson (2017) who pointed out that too many students in a classroom

would be difficult for the teacher to get to know each student on a

personal basis. If there are students with learning disabilities or special

needs are less likely to be identified because teachers do not have time to

focus on the individual needs of each student. Students who could benefit

from additional challenges may also suffer, because teachers with large

class sizes are less likely to notice exceptional learning abilities.

Further, Xinhua (2016) stated that in Heze City, 87 students pack

 67

into their desks. The room is so full, students brim to the blackboard, with

the only visible space two small aisles that allow them to escape for recess.

Squeezing as many students as possible into classrooms can hinder

education as students receive less one-on-one attention. Oversize classes

may even harm students' mental health.

Difficulty in connecting Mathematics to reality

In Mathematics classes at all levels of schooling in all countries of

the world, students are can be observed solving problems. Students are

usually asked to solve only the problems that have been presented by a

teacher or a textbook. Hence, Parnell (2017) argued that this conforms with

the result of his study which stated that traditional teaching has been

missing opportunities for connections: between subject-matter and context,

between academic and vocational education, between school and life,

between knowledge and application, and between subject-matter

disciplines. He suggests that teaching must change if more students are to

learn mathematics. The question, then, is how to exploit opportunities for

connections between high school mathematics and the workplace and

everyday life.

Furthermore, Felton (2014) argued that in addition to teaching

mathematics for its own sake, teachers should also teach the subject with

eagerness in order for the students to learn to value diversity, let them see
 68

mathematics in their lives and cultural backgrounds, analyze and critique

social issues and injustices. These learn-see-analyze purposes require

connecting mathematics to real-world contexts.

Treating misbehavior

Misbehavior in the classroom disrupts students’ attention and

negatively affects the learning environment. To ensure the best educational

experience possible, teachers must master the art of classroom

management. Although this is a challenge for certain teachers, with

enough practice, they will find solutions to misbehavior in even the most

difficult students.

Furthermore, Imtiaz (2014) said that disciplinary problems in large

class are observed since it would be difficult for a teacher to cope with

noisy, prone to pushing, crowding, and hitting class. This could create

negative impact on classroom discipline. He points out that large member

of learners in a classroom are a hindrance to proper classroom

management.

Moreover, Bennet (2018) highlighted that in treating misbehavior of

students, teachers should set high expectations for their behavior and for

academics. It is said that when teachers expect students to behave, and

they likely will. She also wrote seven classroom management tactics that

could reduce misbehavior in order for teachers to focus their energy in

 69

making effective use of their instructional time. These are a) plan for blocks

of time; b) plan engaging instruction; c) prepare for disruptions; d) prepare

the physical environment; e) be fair and consistent; f) set and keep high

expectations; and g)make rules understandable.

Ways to Cope with Teaching Mathematics Beyond Class Size

After careful segregation and assessment of the responses of

participants on the ways in coping with teaching Mathematics beyond

class size, four (4) major themes were manifested: 1) employing varied

learning activities; 2) working by group or pair; 3) introducing games; and

4) implementing class rules.

Employing varied learning activities

A teaching strategy is the method to use to convey information to

the students. There is may be a particular strategy that works well with a

group of students for a year but would not work with students the next

year. It is for this reason that it is important to have many teaching

strategies in the teachers’ tool box.

Relatively, it is said that the classroom is a dynamic environment,

bringing together students from different backgrounds with various

abilities and personalities. An effective teacher therefore requires the

implementation of creative and innovative teaching strategies in order to

 70

meet students’ individual needs (The Best Teaching Practices, 2018).

Moreover, Bennet (2018) accordingly said that role play is an active

instructional strategy that has students to take on different roles in a

specific context as they explore and learn about the topic they have.

Further, he said that debate in the classroom could be an active strategy

that strengthens skills of persuasion, organization, public speaking,

research, teamwork, etiquette, and cooperation.

Working by group or pair

Pair and group work might reduce anxiety and allow more students

to speak for a longer time than would be possible in a whole class situation

because not all students participate due to being in a large class. In line

with this, Rhalmi (2016) supported by stating that that it would be a great

idea to train students to work in small groups of five to seven and let them

work in groups because it would be beneficial for students to sit around in

a circle so that everyone could have a chance to participate. He also noted

that pair work might be also a good alternative to practice conversations,

exercises and other activities. Pairing weaker students with stronger ones

might be an option unless the teacher fears the weaker students feel

intimidated.

Introducing games

In order to make learning exciting for students, interactive activities

 71

can be introduced. Incorporating fun classroom games into the lesson

offers a simple way to motivate students, encourage them to draw on their

creativity and imagination.

Accordingly, Cummings (2018) supports this results when he stated

that since students often dread mathematics, so opening the first day of

math class the teacher will introduce a game that allow students to get to

know each other and see that math can be fun. She further said that

enjoyable math activities also show students that math is relevant to life

outside the mathematics classrooms.

Implementing class rules

Classroom rules must align with school rules. Teachers should

revisit them regularly, and should establish clear consequences for rule-

breakers.

Bennet (2018) supports this result when he pointed out that in

making the classroom rules students should be involved in all aspects,

keep rules simple for too many rules make students feel overwhelmed,

establish rules that cover behaviors that specifically interfere with the

learning and engagement of the students, and use evidence-based

practices to see how rules work or not and effectiveness should be

monitored.
 72

Rhalmi (2016) reiterated that simple rules should be set for class

management. The teacher should establish simple rules of acceptable

behaviour for everybody to observe when working in groups, in pairs or

individually. Students should be trained to deal with classroom chores in

getting in and out of the classroom at the start and end of lesson or during

recess time. Even in handing out of books, papers, other materials, and in

putting away school materials at the end of the lesson, these simple rules

should be evident.

Suggestions from the Teachers’ Experiences Teaching Mathematics

Beyond the Class Size that can be Shared to other Mathematics
Teachers and to the Department of Education

After scrutinizing the thoughts of the participants about their

suggestions from the teachers’ experiences in teaching Mathematics

beyond class size that can be shared to other Mathematics Teachers and to

the Department of Education , three (3) major themes were revealed: 1)

reducing class size, 2) being patient and passionate, and 3) reviewing

department of education policies and guidelines.

Reducing class size

Class size reduction is something that is so clearly beneficial to the

ability of the students to learn and to the teachers to teach. The benefits of

smaller class size for both students and teachers are abundantly clear.
 73

In relation to this result Sunga (2016) stated that, there is a

substantial research showing that class size reduction in the early grades

leads to higher student achievement in reading and math when class size

is reduced to 15-20 students. She further said that smaller classes lead to

lasting academic improvements.

Furthermore, Sunga (2016) posits that reduced class size is beneficial

to the teachers since they spend more time on instruction and less time on

discipline problems. They have time to know their students better, know

where each child is in the learning process, and can provide more

individualized instruction. All these improvements are noted to have

matched by increased student achievement thus making teaching more

rewarding.

Being patient and passionate

Patience is a virtue, the most important quality that a teacher should

have. Accordingly, a great teacher is very patient with her students and

their parents to deal with same questions and problems over and over

again.

In relation to this, a patient teacher never gives up and would try

out new ways to help them succeed in school. Further, the team states that

teachers who love teaching, teach children to love learning. They believe

that teachers should be passionate and love teaching (The Voki Team,
 74

2014).

Moreover, International Journal of Academic Research in

Progressive Education and Development (2013), passionate teachers are

those make great changes in the lives of the students. Their beliefs and

vigorous actions make the students realize their inner values and bewitch

them. Passion contributes to teacher’s motivation and performance.

Passionate teachers have an effect on student achievement. There is a

strong correlation between passionate teaching and successful student

learning.

Reviewing DepEd
policies and guidelines

Education policy consists of the principles and government policies

in the educational sphere as well as the collection of laws and rules that

govern the operation of education systems.

Sunga (2016) supports this result when he stated that the standard

size for public schools in elementary and high school is clearly defined by

the Department of Education policies. Moreover, in the country where the

number of students far outnumber the classroom available, this gives the

scenario where 50 and even 60 students in some cases. She further said
 75

that it couldn’t be argued that there are negative effects of an

overpopulated classroom. Furthermore, she mentioned that class

reduction is something that is so clearly beneficial to the ability of the

students to learn and for the teachers to teach that she hoped to happen.

House Bill No. 473 known as the Act Regulating Class Size in All

Public Schools and was approved by the Committee on Basic Education

during the 16th Congress. This bill seeks to address the concerns on the

oversized classes found in public classrooms today for this violates the

constitutionally guaranteed right of Filipino school children to quality

education. The bill also emphasized that oversized classes violate the right

of teacher to just compensation and humane working conditions.

Implications for Teaching Practice

Class size is one of the many factors to consider when choosing or

evaluating school’s effectiveness. Numerous studies have been done assess

the impact of class size reduction. This is because students in smaller

classes are more likely to graduate from high school, and high school

graduates earn more and enjoy significantly better health than high school

dropouts. However, today class size has bloated due to explosion of

population of children of school age. There is a limit to which a teacher can

effectively control anything more than their will that affects the

achievement of school objectives. The increased in class size affects

 76

Mathematics lesson because students have been found to perform low.

This study provides avenue for the teachers, administrators and other

stakeholders to explore and understand the lived experiences of teachers

teaching Mathematics in large class size.

With the thrust to provide quality education to the students,

reducing class size to increase student achievement is an approach that has

been tied, debated, and analyzed for several decades. The idea seems

reasonable, since there is no efficient learning in a populated classroom.

Teacher should be able to cater all the needs of the student, to deliver an

effective teaching- learning process. Therefore, it is a must to implement

policies that would cater to the needs of students in a large class size

especially in Mathematics.

The administrators on the hand can provide proper support to the

innovations and interventions created to uphold the positive effects of

reducing class size specifically in Mathematics. They can also link to the

higher ups in the Department of Education to help them design and

provide programs and actions to address the concerns of students and

teachers as stipulated in House Bill No. 473 know as the Act Regulating

Class Size in All Public Schools as approved by the Committee on Basic

Education during the 16th Congress.

Through this study, other stakeholders, including the parents can

 77

also understand and provide support to the need of schools having large

class size in specifically in Mathematics.

Finally, because schools want to offer quality to the students, class

reduction should be implemented. Specific measure, strategies and policies

must be looked upon by the Department of Education in order to address

the concerns of schools having large class size.

Implications for Further Research

This study navigates the lived experiences of teachers teaching

Mathematics in large class size. However, the result of this qualitative

investigation is limited only on the experiences of the selected teachers

teaching Mathematics in large class size in two (2) big schools of the

Division of the City of Mati, Davao Oriental.

To gather answers those are more substantial on the queries raised

in this study, it is recommended to conduct further research study using

greater number of participants and should cover a wider range of schools.

Furthermore, research may be done by conducting a re- interview

with some of the participants to find out if their views and insights on the

experiences have not changed over time.

Moreover, it is also recommended to research further about the

experiences of the teachers in relation to other teachers’ experiences in

teaching Mathematics in large class size.

 78

Lastly, since the findings of this study were viewed from the lens of

the teachers, research may be conducted to determine other teachers’ and

schools heads untold experiences in teaching large class size.

Concluding Remarks

Large class size is a problem in many schools in the Philippines not

only in big cities or urban areas but even in rural areas too. Big schools are

having this kind of problem. Lack of classrooms, lack of teachers but with

numerous students are the contributing factors that affect the quality of

education since overcrowding in the classrooms directly affect the learning

of students.

Since, most research is centered on the lived experiences of the

students. I chose a different perspective in looking into the context of

teachers teaching Mathematics in large class size. Hence, I opted to study

the experiences of teachers.

In- depth interview and focused group discussion were utilized in

gathering the lived experiences the participants in the study. I used

transcript of their answers as the primary source of data. The challenge

was to convince the participants to express their ideas and opinions about

the study. I am blessed and thankful enough that they gave their full

cooperation and honesty in sharing their experiences during the interview.

Along the conduct of this study, I really experienced how it feels to

 79

be a researcher. I took all the necessary measures to make this research a

successful one with the help of my adviser. Indeed a demanding task,

quality and relevant data supported my study. However, this venture

enabled me to become aware of the lived experiences of teachers teaching

Mathematics in large class size and it widened my understanding on the

urgency of addressing this matter.

Teachers must be proactive regarding the issue of large class size. As

a teacher myself, I can say that being proactive means implementing clear

and established rules that could address the problem brought about by

large class size. I must also take action whenever students need immediate

attention regarding their learning as affected by large class size. It is

because the right of an individual ends when the right of another

individual begins. Thus, actions must be done to protect and promote the

welfare of everyone, both teachers and students.

Therefore, it is very important that the issue on large class size in

schools be given enough attention by the Department of Education and

school officials since this not only affect students’ learning and

performance but the well-being of teachers as well. Thus, in promoting the

department’s vision and mission, appropriate actions should be initiated

for its realization and fulfillment.

 80

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