Republic of the Philippines

Region III
Division of Pampanga
San Pablo 2nd National High School

The Role of Class Size Variation in Shaping Senior High School Students' Class Participation at
San Pablo 2nd National High School

A Research Proposal Presented to the Senior High School Department of

San Pablo 2nd National High School

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2 in Daily Life

By:

Simon, Jeffrey M.

Saddi, Keane L.

Bagang, Aleira C.

Castañeda, Ma. Lorena

Marfil, Mary Aiko

OCTOBER 2024
 APPROVAL SHEET

This thesis entitled:

The Role of Class Size Variation in Shaping Senior High School Students' Class Participation at
San Pablo 2nd National High School

Prepared and submitted by: Grade12 Science, Technology, Engineering and Mathematics,
Simon, Jeffrey M. , Saddi, Keane L., Bagang, Aleira C. , Castañeda, Ma. Lorena and Marfil, Mary
Aiko. has been approved and accepted as partial fulfillment of the requirements for Practical Research
2 in Daily Life.

___________________
Ms. Faith G. Valencia
Research Adviser

PANEL OF EXAMINERS

Approved by the Senior High School Research Committee on Oral Examination with the grade of __
in October 2024

_______________ _____________________
Mr. Ryan Gianan Mrs.Shara T. Garcia-Mejia
Panel Member Panel Member
 Acknowledgement

We would like to extend our sincere gratitude to everyone who contributed to the
completion of this research project.First and foremost, we want to express our heartfelt
appreciation to Mrs. Faith G. Valencia, our supervisor. Her guidance, support, and insightful
feedback throughout this study were Important. Mrs. Valencia's expertise and encouragement
played a significant role in shaping the direction of our research.We are also deeply thankful to the
participants who generously volunteered their time and shared their perspectives. Without their
contributions, this study would not have been possible. Their insights have greatly enriched our
understanding of the topic under investigation.

Additionally, we are grateful to our colleagues and friends who provided assistance and
encouragement at various stages of this project. Their input and support were immensely
appreciated and helped us navigate through challenges.Finally, we want to extend our heartfelt
thanks to our families for their unwavering support, understanding, and patience throughout this
endeavor.

Dedication

To our families, whose love and encouragement have been our guiding light, thank you for
believing in us and standing by our side through every challenge

To our mentors and teachers, whose wisdom and guidance have shaped our academic pursuits,
thank you for imparting knowledge and nurturing our aspirations.

To our friends and colleagues, whose camaraderie and support have made every step of this
journey more meaningful, thank you for your friendship and collaboration.

To the participants of this study, whose contributions have enriched our research and advanced our
understanding of the subject matter, thank you for your time and insights.
 TABLE OF CONTENTS
Title Page.......................................................................................................................…
Approval Page..............................................................................................................…
Acknowledgement...........................................................................................................
Dedication.......................................................................................................................
Table of Contents ...........................................................................................................
List of Table/Figures.........................................................................................................
List of Appendices..........................................................................................................

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction.....................................................................................................................
Statement of the Problem................................................................................................
Significance of the Study.................................................................................................

Scope and Delimitation of the Problem..........................................................................

Conceptual Framework...................................................................................................

CHAPTER II: THEORITICAL FRAMEWORK

Relevant Theories...........................................................................................................
Related Literature...........................................................................................................

CHAPTER III: RESEARCH METHODOLOGY

Research Design and Approach ......................................................................................
Methods and Techniques of the Study ...........................................................................
Population and the Sample of the Study ........................................................................
Research Instrument .......................................................................................................
Data Collection/Gathering Procedure ............................................................................
CHAPTER IV: Presentation, Analysis, and Interpretation of Data

CHAPTER V: INTERPRETATION OF RESULTS, THEORETICAL

CONTRIBUTIONS, PRATICAL IMPLICATIONS, STUDY LIMITATION,
CONCLUSION AND RECOMMENDATION

REFERENCES.............................................................................................................

5
APPENDICES..............................................................................................................
CURRICULUM VITAE..............................................................................................

CHAPTER 1

6
Introduction

Class size is widely recognized as a crucial factor that affects not only learning
outcomes but also the overall quality of education, student behaviour, and the classroom
environment. In educational settings, particularly in secondary schools, the size of the class
can significantly influence how students engage with the material, interact with their peers,
and respond to instruction. Smaller class sizes often allow for more personalized attention
from teachers, greater participation from students, and a more controlled and focused learning
atmosphere. In contrast, larger classes may lead to overcrowded classrooms, reduced teacher-
student interaction, and challenges in classroom management, which can negatively affect
academic performance and student behavior.

This study focuses on Senior High School students at San Pablo 2nd National High
School to explore how variations in class size impact several key aspects of the learning
experience. Specifically, it examines the relationship between class size, academic
performance, student behavior, and the overall classroom environment. By analyzing these
factors, the research aims to provide data-driven insights that can inform school
administrators, teachers, and policymakers about the optimal class size for fostering an
effective learning environment. The findings of this study will contribute to a broader
understanding of how class size influences educational outcomes, helping to guide decisions
that could enhance student success and improve the quality of education at San Pablo 2nd
National High School.

Moreover, this research is especially timely as schools continue to face by identifying

the specific effects of class size on Senior High School students, this study could also have
implications for addressing issues related to student engagement, classroom management, and
academic achievement, thereby enhancing the overall educational experience.Development
Acknowledging and celebrating accomplishments outside of the classroom makes the
classroom more welcoming and encouraging.

7
 STATEMENT OF THE PROBLEM

Our aim is to enhance the educational experience by understanding The Role of Class Size
Variation in Shaping Senior High School Students' Students Engagement at San Pablo 2nd
National High School.

This study aims to know about the following:

1. How does class size influence students' participation in learning activities?

2. In what ways does class size affect the classroom environment and the nature of
interactions among students?

3 How does class size variation affect the level of individualized attention that teachers can
provide to each student?

Significance of the Study

The findings of this research have important implications for others involved:

To the School Administrator:

This study provides critical insights into how class size affects educational quality and
resource allocation. By understanding the relationship between class size and student
achievement, administrators can make more informed decisions regarding class size policies,
teacher staffing, and budget management, ultimately enhancing the overall effectiveness of
their institutions..

To the Teachers:

8
Teachers stand to benefit from this study as it highlights the potential challenges and
advantages of different class sizes. The findings can inform teaching strategies and classroom
management techniques tailored to varying class sizes, helping teachers to optimize their
instructional practices and improve student learning outcomes.

To the Students:

This study offers valuable information about how class size can impact their children’s
academic performance and overall educational experience. Understanding these dynamics
can empower parents to advocate for optimal learning environments and make informed
decisions when choosing schools or engaging with educational institutions.

To the Parents:

For parents, the significance of studying the juggling act between extracurricular activities
and academic tasks lies in understanding how their children's development can be influenced
by these dual commitments. This knowledge helps guide informed decisions, encourages a
holistic approach to education, and highlights the importance of both academic achievements
and personal growth. The study empowers parents with the knowledge to support their
children's well-rounded development and success in both areas.

9
 Scope and Delimitation of the Study

This study focuses on the students who have difficulties of having class size variations on
students learning engagement. The target respondents of this research are the grade Senior
High School students of San Pablo 2nd National High School

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 Number of Students  Class Participation

 Students Interaction
 Class Environment

CHAPTER II

RELEVANT THEORIES

10
The Role of Class Size Variation in Shaping Senior High School Students' Class Participation
at San Pablo 2nd National High School can be understood through a few important ideas. In
smaller classes, teachers can give more attention to each student, which makes it easier for
students to get the help they need, as suggested by Vygotsky’s theory. Piaget’s theory also
points out that when there are fewer students, they can be more involved, ask more questions,
and understand lessons better. Additionally, smaller classes create a more interactive
environment where students can learn not just from their teacher but also from their
classmates, helping them grasp new concepts more easily. Overall, having smaller class sizes
seems to create a better learning experience because students get more support and
engagement.

RELATED LITERATURE

• According to( Magno et al. 2022), class size plays a crucial role in creating a conducive
learning environment for students. This study aimed to examine the differences in robotics
teachers' evaluations based on class size at St. Dominic College of Asia. The researchers used
the institution's standard teacher evaluation, which measured content knowledge, pedagogical
knowledge, technological knowledge, and teacher attitudes and behavior. The findings
showed little variation in the teacher evaluations, with ratings consistently ranging from Very
Satisfactory to Excellent, regardless of class size. Thus, the study concluded that class size
had no significant impact on teacher evaluations. The results suggest that teacher evaluations
cannot be directly attributed to class size, but rather to the teacher's expertise in the subject
matter.According to (Lilian Njaramba

According to (Obiakor et al. (2020), the primary goal of this study is to assess the impact of
class size on the academic performance of secondary school students in Nigeria. The study's
specific objectives include investigating how class size influences students' academic
outcomes and determining the extent to which it affects the teaching and learning process in
secondary schools. The study employed a survey research design, using primary data

11
collected from public secondary school teachers in the Enugu North Local Government Area.
According to the Post Primary School Management Board (PPSMB) census in 2015, there
are nine secondary schools and 761 teachers in this area. Data were analyzed using tables.
The study's findings indicate that large class sizes contribute to poor academic performance
and ineffective teaching methods. Teachers struggle to properly use instructional materials in
overcrowded classrooms, particularly for students seated at the back. The study recommends
that policymakers prioritize increased funding for secondary education in Nigeria to address
these challenges. It also suggests that school supervisors and inspectors should focus on class
sizes to prevent overcrowding

. According to (Smith A. 2022) students' participation in one or more university campus

organizations can impact grades and course success. Fliers were distributed across campus
with a survey QR code to get a representative sample of students. Results were analyzed by
types of

According to (Wang et al. 2022), while many business schools opt for large classes to
improve efficiency, both faculty and students often view large class sizes as a barrier to
effective learning. Although class size remains a debated topic, existing research on its
impact is inconclusive, typically focusing on academic outcomes like test scores without
addressing classroom dynamics. This study aims to broaden the scope of class size research
by including classroom dynamics and subjective educational outcomes, such as student
learning outcomes and satisfaction. Using Finn

According to(Cher et al.'s (2003) theoretical framework, the study explores how student
academic and social engagement affect educational outcomes across different class sizes,
based on research conducted in introductory business classes. The findings emphasize the
importance of student involvement and teacher interaction in achieving success and
satisfaction, regardless of class size. However, students in larger classes report lower levels of
teacher interaction and satisfaction. This study offers practical strategies to enhance learning
outcomes and student satisfaction in large class settings by applying Finn’s engagement
framework to business education.

12
According to (Odum et al. 2023), this study aimed to assess how large class sizes affect the
teaching and learning process in senior high schools. A survey design was used, and 192
students were purposively selected from four senior high schools in the Asutifi North and
South Districts. Data was gathered through a questionnaire with a reliability coefficient of

0.791. The data was analyzed using Statistical Products and Service Solutions (SPSS),
employing both descriptive and inferential statistics. The analysis included the use of mean,
standard deviation, multiple linear regression, and Pearson's product-moment correlation to
evaluate the influence of class size on the teaching and learning of mathematics. The study
found that large class sizes negatively impact both students' academic performance and their
learning opportunities. Additionally, classroom interactions were shown to significantly
affect student performance. The study recommended that, since smaller class sizes and
positive classroom interactions enhance performance, teachers and school administrators
should adhere to the Ghana Education Service's recommended teacher-to-student ratio of
1:40. Teachers should also foster a participatory classroom environment. Furthermore, the
study suggested that students perform better in smaller classes with strong classroom
interactions, and urged the government to hire more teachers and build additional classrooms
to address the issue of overcrowding in Ghana's senior high schools.

• According to (Emmanuel et al.2023), this study examined the impact of classroom

congestion on the academic performance of junior secondary school students in business
studies. The study focused on students in Lagos State, and a two-stage sampling technique,
involving purposive and simple random sampling, was used to select 500 respondents from
the Kosofe Local Government Area. To guide the study, three research questions were posed,
and the data collected were analyzed using mean and percentage. The results indicated that
overcrowded classrooms cause students to lose concentration during the teaching and
learning process, which can lead to poor academic performance. The study recommends that
teachers collaborate with the government to implement strategies to reduce classroom
congestion.

13
According to ( Ting Shen, Spyros Konstantopoulos 2019 ) The impact of smaller class
sizes on student performance has generated a lot of attention in research and global policy
discussions. However, due in part to potential bias resulting from non-random placement of
teachers and students in classrooms of varying sizes, the evidence has been mainly
inconclusive. This study analysed TIMSS data from 2003, 2007 and 2011 using instrumental

variable (IV) methodologies and a regression discontinuity design (RDD). The aim of the
study was to examine over an extended period of time the impact of class size on the
cognitive and non-cognitive outcomes of eighth grade students in five scientific and
mathematics disciplines across four European nations (i.e., Hungary, Lithuania, Romania and
Slovenia). According to IV estimates, smaller classes in Romania in 2003 significantly and
favourably impacted students' academic performance in mathematics, in 2007 on the
enjoyment of learning mathematics, as well as in physics, chemistry, and earth science. Small
courses in Lithuania in 2011 significantly and favourably impacted students' enthusiasm of
studying biology and chemistry as well as their ability to understand the subject. However,
the impacts were reversed in 2007 for a few non-cognitive outcomes connected to biology.
All things considered, the significant class size impacts were likewise big in magnitude and
usually much larger than the effects that were documented in Project STAR.

According to ( Umar Abubakar et al., 2023 ) In Nigeria, most public tertiary educational
institutions face significant challenges due to large class sizes. This study looked at how
students' academic performance in an introductory computer science course (CMP 111) at
Kebbi-State Polytechnic Dakin-Gari, Nigeria, was affected by their class size. Utilising an
experimental and control group, the study used a quasi-experimental research approach to
address the research question (RQ). Students enrolled in an introductory computer science
course at Kebbi-State Polytechnic Dakin-gari's School of Applied Sciences, Department of
Computer Science and Science Laboratory Technology, were divided into two groups: the
experimental group (small class size) and the control group (larger class size). The students
were National Diploma I (ND I) students. The study population consisted of 150 students and
fifty (50) individuals who participated in a small class size experimental group. as the
course's control group (larger class size). Thus, two hundred (200) students in all took part in
the study. Data were gathered using a 20-item essay test with reliability coefficients of 0.76,

14
and the independent sample t-test was used in SPSS-V21 for analysis. One (1) research
enquiry and one (1) null research hypothesis (Ho) at the significance alpha value.05 level
served as the investigation's compass. The results of the study showed that students' academic
performance was influenced by their class size, with smaller class sizes

producing better performance than larger class sizes. As a result, the study came to the
conclusion that students' academic performance in the course is greatly influenced by the size
of the classroom. The correlation between academic achievement and classroom size was
concluded that students' academic performance in the course is considerably impacted by the
size of the classroom. It was discovered that there was an inverse association between
academic achievement and the size of the classroom. Pupils in small classroom sizes
outperformed those in large classrooms in terms of performance. academically. Small class
sizes are necessary to enhance the contact between lecturers and students and guarantee a
more meaningful academic achievement among the students. Based on these results, the
study suggested that in order to guarantee strong academic performance, it is important for
the management of the schools under investigation to consider the size of the classes.

According to ( Shabiha Anjum 2021 ) The current study intends to investigate how
extracurricular activities affect Multan City secondary school students' academic
performance. The population of this study consists of all secondary school students in Multan
City's public sector. The ninth and tenth grades of 300 students were chosen from (two)
secondary schools in Multan City. The researcher employed a basic random sample strategy
for this investigation. With the study's goal in mind, a total of thirty survey questions were
created using Likert-scale type statement alternatives (SA, A, N, DA, and SDA). The
information was tallied and examined through the application of descriptive statistical
methods. The data is analysed descriptively using Microsoft Excel. The investigation found
that there is urgently needed to introduce extracurricular activities and orientation
programmes for secondary school pupils. Students' lives are positively impacted by
extracurricular activities because they enhance their behaviour, academic performance, exam
scores, regular attendance, and self-image, all of which contribute to a more successful

15
student life. Lastly, the report recommends that the government fund the establishment of
extracurricular activities in all secondary schools, designate specific trainers and teachers,
and set their compensation at par with that of other subject teachers..

According to ( Najum Tariq 2018 ) Students that actively engage in extracurricular

activities reap numerous benefits, such as improved test scores and grades, increased
academic accomplishments, increased attendance consistency, and increased self-assurance.
While after-school programmes help pupils develop their leadership and collaborative skills.
Additionally, by engaging in these activities, drug and alcohol usage as well as associated
behavioural and disciplinary issues are reduced.

RELATED STUDIES

SYNTHESIS OF THE STUDIES

Studies on the impact of class size show mixed results regarding its effect on student
outcomes. While some research suggests that smaller classes can lead to more individualized
attention and greater participation, the overall benefits can vary depending on factors like
teaching quality, subject matter, and grade level. Some studies indicate that students in larger
classes perform just as well when effective teaching strategies and classroom management
are in place. Additionally, other factors, such as school resources and teacher experience, also
play a critical role in shaping learning outcomes. Overall, class size alone does not determine
success, as a combination of teaching methods, curriculum, and classroom environment
influences student participation.

16
 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

INTRODUCTION

This research examines how class size variations may influence the learning outcomes of
Senior High School students at San Pablo 2nd National High School. Understanding this
relationship is important, as smaller classes are often believed to provide more individualized
attention, while larger classes may offer different dynamics that affect student engagement.
Using a quantitative research design, the study will collect data through a survey
questionnaire to assess students' academic performance and satisfaction in various class
sizes.The goal is to identify any trends related to class size and student achievement,
providing insights that could inform educational practices. Additionally, the findings may
help guide discussions about class size policies within the school. Ultimately, this research
aims to contribute to a broader understanding of how different classroom environments can
impact student participation..

RESEARCH DESIGN

The researchers used a quantitative design with survey interviews to collect data. They aimed
to deeply understand The Role of Class Size Variation in Shaping Senior High School
Students' Class Participation at San Pablo 2nd National High School

17
 SAMPLING METHOD

The sample was drawn from Senior High School students at San Pablo 2nd National High
School. To gather relevant data, students from both small and large classes were included to
capture a diverse range of experiences. All types of responses were accepted, and the
selection process was impartial to ensure reliable data for the study. A total of at least 80
students were required to complete the survey questionnaire. The results of this research
were considered sufficient to obtain the necessary insights.Purposived sampling was
employed to select participants, ensuring that students with different class sizes were
represented in the study.

INSTRUMENTS USED

A survey questionnaire was used to gather insights from participants, while an online survey
helped reach a broader audience and efficiently collect quantitative data on student
satisfaction. This mix of methods provided a well-rounded understanding of the participants'
experiences and opinions. By using digital tools, the researchers made it easier for students to
respond quickly and accessibly, which ultimately strengthened the findings. The diverse
feedback collected by the researchers also highlighted important trends and areas where
improvements could be made to enhance student satisfaction.

DATA COLLECTION

The students of San Pablo 2nd National High School experience differences in class sizes.
This study will explore the effect of varying class sizes on student engagement and
participation of Senior High School students at San Pablo 2nd National High School.
Permission for the interview conducted by the researcher was signed by the school principal.
The researcher explained the study

to the Senior High School students, provided them with an Information Sheet, and informed
them that their participation was voluntary. Based on the responses received, Senior High

18
School students present expressed their desire to be part of the study. The researcher selected
80 Senior High School students, voluntarily, to answer a printed survey questionnaire. They
filled out the statistical analysis questionnaire provided by the researcher. The questionnaire
served as a way for students to reflect on themselves for the author’s research. Afterward,
they were shown the consent form for the survey questionnaire, asking for their permission to
answer it. The researchers gave guidelines on how to complete the survey. First, the guideline
helped them better prepare for answering the questions. Second, it helped ensure that their
responses were clear. Students answered the survey individually in the classroom within San
Pablo 2nd National High School. The statistical analysis survey questionnaire was used as the
method for collecting and analyzing data to understand the perspectives of Senior High
School students.

DATA ANALYSIS

This research will use quantitative content analysis to examine how class size variations
affect the students engagement of Senior High School students at San Pablo 2nd National
High School. The analysis will follow three key steps:

Step 1: Data Collection

Statistics will be gathered on students' academic performance and their participation in
various class sizes to explore any potential relationships between class size and student
achievement.

Step 2: Survey

A survey questionnaire will be administered to students to assess their academic performance

and satisfaction levels across different class sizes, with guidance from teachers to ensure
clarity and comprehensiveness.

Step 3: Recommendations

19
Based on the analysis, strategies will be proposed to help schools understand the implications
of class size on learning outcomes. The findings will aim to provide insights into how class
size might influence student engagement and performance, informing decisions about class
size policies.

ETHICAL CONSIDERATIONS

The study on class size variations in grade Senior High School students at San Pablo 2nd
National High School include obtaining informed consent from all participants and their
guardians, ensuring that student data remains confidential, and minimizing any potential
harm or disruption to their learning. The study should treat all students fairly, avoiding bias
or favouritism in both the research process and reporting of results. The research must also be
conducted without bias, providing equal treatment and resources to all groups, and
participation should be entirely voluntary, with no cohersion involved. The study should be
transparent, with findings clearly communicated to all stakeholders, and it must be carried out
with sensitivity to the cultural and educational context of San Pablo 2nd National High
School.

LIMITATIONS OF THE STUDY

This study on how class size variations affect participation Senior High School students at
San Pablo 2nd National High School has several important limitations. For one, the sample
size may be small, which could limit how representative the findings are of all students’
experiences. Additionally, because the data relies on self-reported surveys, there’s a chance
that students might have different perceptions of their academic performance and satisfaction,
introducing some subjectivity. Other factors, like teaching quality, curriculum differences,
and students’ socioeconomic backgrounds, can also play a significant role in their learning
outcomes but may not be fully accounted for in this study. Moreover, the cross-sectional
design provides only a snapshot of student outcomes at a single point in time, making it
difficult to track long-term trends or establish cause-and-effect relationships. Finally, the

20
findings may be specific to San Pablo 2nd National High School and might not apply to other
schools with different demographics or teaching practices. Recognizing these limitations is
essential for understanding the broader implications of the research on class size and student
learning.

21
 CHAPTER IV

Presentation, Analysis, and Interpretation of Data

Survey #1

1. What is your current class size?

The majority of respondents (55%) reported having a current class size of 20-25 students,
indicating this is the most common class size range. About 27.5% of classes have fewer than
20 students, suggesting smaller class sizes are less common. Only 17.5% of classes have 26-
30 students, and none of the respondents indicated a class size of more than 30 students.

22
In this survey, 100% of students reported that their current class size is more than 30 students,
indicating a large class environment. This result implies that all respondents are in a setting
with higher student density, which may impact various aspects of classroom dynamics. In
larger classes, students often experience less individual attention from instructors, limited
opportunities for personalized feedback, and potentially reduced engagement in discussions
or group activities. The uniformly large class size also suggests that any interpretations of
student participation, attention, or comfort with interaction are influenced by the challenges
typical of larger learning environments..

SURVEY QUESTION #2

2. How often do you participate in classroom discussions?

23
In small class sizes, the survey data indicates that student participation in discussions is
generally high. Specifically, 26.8% of students always participate in classroom discussions,
and 31.7% participate often, suggesting that the close-knit environment of a smaller class
fosters regular engagement. Another 39% participate sometimes, showing that even students
who may not always be vocal are still likely to contribute occasionally. Notably, no students
report participating "rarely," and only 2.4% say they never participate, underscoring that
small classes create an atmosphere conducive to student involvement in discussions.

24
This data shows that a majority of students participate in classroom discussions to varying
extents, with 47.62% indicating they "sometimes" participate. Additionally, 21.43% say they
"always" participate, and 19.05% report participating "often," suggesting that about 40% of
students are highly engaged. Meanwhile, 11.30% rarely participate, and no students choose
"never," indicating that all students engage in discussions at least occasionally. This suggests
an environment where most students feel comfortable participating, though nearly half are
only occasionally engaged.

25
SURVEY QUESTION #3

3. How often do you receive individual attention from your teacher?

A significant proportion of students (53.4%) receive individual attention either "Always" or

"Often," while another 31.7% receive it "Sometimes." This suggests that small class sizes are
moderately effective in ensuring students receive individual support, although there is room
for improvement. The absence of responses for "Never" indicates that all students receive
some level of attention.

26
most students receive only occasional individual attention from their teacher, with 66.67%
responding "sometimes." A smaller portion, 19.05%, receives individual attention "often,"
and 9.52% report "always" receiving it. Only 4.76% say they "rarely" get individual attention,
and none chose "never." This indicates that while individual attention is provided to students,
it is generally limited, possibly due to larger class sizes or other constraints. Most students
may benefit from more individualized support if feasible.

27
SURVEY QUESTION #4

Only 46.4% of students feel "Always" or "Often" comfortable asking questions, while 34.1%
feel comfortable only "Sometimes." The fact that nearly 20% of students feel "Rarely"
comfortable suggests there may still be barriers, such as class atmosphere or peer dynamics,
despite the advantages of a smaller class size.

28
This data reveals mixed comfort levels among students when it comes to asking questions in
class. While 35.71% feel "often" comfortable asking questions and 19.05% "always" feel
comfortable, this totals just over half of the students (54.76%) who feel relatively at ease.
However, 21.43% only "sometimes" feel comfortable, and another 21.43% feel "rarely"
comfortable, indicating that nearly half of the students may hesitate to ask questions.
Additionally, 2.30% "never" feel comfortable, suggesting that some students may experience
significant barriers to engaging fully. This data points to a need for creating a more inclusive
and supportive classroom environment where all students feel free to ask questions.

29
SURVEY QUESTION #5

Teacher feedback is somewhat inconsistent. Only 31.7% of students receive feedback

"Always" or "Often," while nearly half (48.8%) get feedback "Sometimes." The presence of
17.1% who "Rarely" receive feedback and a small percentage (2.4%) who "Never" do
indicates potential gaps in communication or opportunities for interaction, even in a smaller
classroom setting.

30
This data shows that students receive feedback from their teacher at varying frequencies.
35.71% of students report receiving feedback "sometimes," while 23.81% say they get it
"often" and 14.28% "always" receive feedback. This means that just over 60% of students
receive feedback with some regularity. However, 21.43% receive feedback "rarely," and
4.76% "never" receive it, suggesting that around a quarter of the students might not be getting
sufficient feedback during class interactions. This could indicate a potential area for
improvement, as more consistent feedback might help students understand their progress and
areas for development

31
SURVEY QUESTION #6

Most students (51.2%) rate the classroom atmosphere as "Excellent," which is a positive
indicator of the learning environment. However, a significant proportion of students (19.5%
and 12.2%, respectively) rate it poorly (1 or 2), suggesting that there may be factors affecting
the experience for some students despite the benefits of a smaller class.

32
This data indicates that most students view the classroom atmosphere positively for learning.
40.48% of students rated it as "5 - Excellent," and 28.57% rated it as "4," meaning that nearly
70% of students feel the atmosphere supports learning effectively. Another 28.57% rated it as
"3," suggesting a moderate experience, while only 2.38% rated it as "2," and no one chose "1
- Very Poor." This feedback implies a generally favorable learning environment, with some
room for improvement to make it even more supportive and engaging for all students..

33
SURVEY QUESTION #7

Opinions on how class size affects discussion quality are mixed. While 22% believe class
size "Always" impacts discussions, an equal percentage (22%) feel it "Never" does. The
"Sometimes" category (29.3%) indicates that for many students, the effect of class size varies
based on other factors, such as the subject matter or classroom dynamics.

34
The class size has a notable impact on the quality of discussions for most students. 50%
report that class size "sometimes" affects discussion quality, while 23.81% say it "often"
does, and 19.05% feel it "always" affects quality. Together, these groups make up over 90%
of students, indicating that large class sizes may frequently limit the effectiveness of
discussions. Only 4.76% feel that class size "rarely" affects discussions, and 2.38% think it
"never" does. This data highlights that smaller class sizes might improve the quality and
depth of classroom discussions.

35
 CHAPTER V

INTERPRETATION OF RESULTS, THEORETICAL CONTRIBUTIONS,

PRATICAL IMPLICATIONS,STUDY LIMITATION, CONCLUSION AND
RECOMMENDATION

INTRODUCTION

This chapter presents interpretation of results, theoretical contribution practical

consideration, study limitation, conclusion and recommnendation.

INTERPRETATION OF RESULTS,

The comparison between small and large class sizes at San Pablo 2nd National High School
reveals distinct differences in student participation, comfort levels, and access to
individualized support. In smaller classes (20-25 students), students report higher rates of
consistent participation, with over half feeling comfortable contributing to discussions
"Always" or "Often," and 53.4% receiving individual attention from teachers frequently.
These smaller classes foster a more interactive environment, though a moderate number still
report hesitations around asking questions or receiving consistent feedback. In contrast, large
classes (over 30 students) show a drop in regular participation, with nearly half of students
participating only "Sometimes" and fewer students receiving frequent individual attention,
likely due to teacher constraints. Comfort levels around asking questions are lower, with
many students feeling hesitant or only sometimes at ease, indicating that the larger
environment may feel less supportive. While both groups rate the overall classroom
atmosphere positively, smaller classes exhibit a greater sense of engagement and
individualized attention, which likely contributes to more consistent and effective student
participation.

36
THEORETICAL CONTRIBUTIONS

This study provides a theoretical contribution by enhancing our understanding of how class
size impacts student engagement, aligning with theories of social constructivism and
educational psychology that emphasize the importance of active participation in learning.
Social constructivist theory suggests that learning is a collaborative process shaped by
interaction within the classroom environment. The findings of this study support this by
demonstrating that smaller class sizes foster a supportive setting for student participation and
individual attention, creating an environment where students feel more comfortable
contributing to discussions and asking questions. In contrast, larger classes show limitations
in engagement, supporting the theory that as class size increases, opportunities for
meaningful student-teacher interactions decrease. Additionally, this study contributes to our
knowledge of self-efficacy in learning environments, suggesting that students’ comfort levels
in participation are influenced by class size, impacting their sense of agency and confidence
in classroom interactions. This theoretical insight highlights the importance of manageable
class sizes in promoting student engagement and self-efficacy, crucial elements in effective
learning experiences.

PRATICAL IMPLICATIONS

Policymakers can use information about the effects of class size to allocate funds better.
Schools with larger classes should receive extra support, such as more teachers or teaching
assistants. The government can also implement laws to limit class sizes, especially for young
students who benefit more from smaller classes. For teachers in large classes, extra support
and mentoring are important to help them manage the different needs of their students.
Schools can create special programs for students in large classes who need additional help to
achieve the same results as students in smaller classes. Teachers can also use strategies to
encourage student participation in large classes, such as interactive activities and discussions.
Schools should ensure they have enough resources and technology suitable for different class
sizes to improve the learning experience for all students. It is also important to conduct
research on the long-term effects of class size. This can help develop better policies and

37
practices in the future. By examining different types of schools and class sizes, we can gather
ideas on effective teaching methods. Overall, the impact of class size is not only focused on
the classroom but also on education policies, teaching strategies, community involvement,
and resource allocation. Understanding these aspects can help build a more effective
education system that meets the needs of different learning environments.

STUDY LIMITATION

Limitations exist in conducting research on the effects of class size on student performance.
Variability in teacher effectiveness is a large issue because certain teachers have more of an
effect on learning than the actual size of the class. It is also very hard to perceive the effects
of class size because students come from different walks of life and possess different skills.
The effects of class size may be masked because of the other resources and support provided
by the school at large. The focus frequently bypassed long-term effects to emphasize short-
term results. There are many conflicting ways of measuring class size. This further
complicates the research, as those schools with smaller class sizes may benefit in other
aspects, such as having higher funding. Generalizability may be limited since results from
particular areas or kinds of schools might not apply elsewhere.

CONCLUSION

This study highlights the substantial impact of class size on student participation, teacher-
student interaction, and overall classroom atmosphere at San Pablo 2nd National High
School. Smaller class sizes tend to foster a more supportive environment that encourages
student engagement, allows for more individualized attention, and creates a space where
students feel comfortable asking questions and receiving feedback. In contrast, larger classes
present challenges, with reduced participation and fewer opportunities for students to receive
personal guidance. These findings underscore the importance of class size as a factor in
creating effective learning environments, supporting theories that advocate for collaborative,
interaction-rich classrooms. For school administrators, this study’s insights point to the
benefits of maintaining manageable class sizes or, when this is not possible, adopting
alternative strategies to support engagement and personalized learning. By addressing class

38
size-related factors, educators and policymakers can improve both the academic and social
experiences of students, leading to enhanced educational outcomes..

RECOMMENDATION

Given the significant number of 80 Senior High students in SP2NHS, it is important to

prioritize reducing class sizes in the lower grades. Schools in poor communities should be
given special attention because smaller class sizes can help improve student success. Instead
of reducing class sizes at all grade levels, schools should focus on reducing them in subjects
or grades where individual teaching is most needed. Investing in teacher training can also
help them manage larger classes more effectively. Schools should regularly assess the impact
of class size on student and teacher performance to make the right adjustments in the future.

39