Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the data gathered with the use of self-formulated questionnaire from the pupils of San Isidro Elementary School and Olongtao Ibaba Elementary School. Data are presented in a tabular form for immediate analysis and interpretation.
Table A: Distribution of Respondents as to Gender; Grade level and section
(San Isidro Elementary School)
Gender Grade level and Section Total one two three Four five six 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
Male
Count 8 8 6 6 8 7 5 8 8 6 8 7 4 6 7 7 6 6 121 % 3.31 3.31 2.48 2.48 3.31 2.89 2.07 3.31 3.31 2.48 3.31 2.89 1.65 2.48 2.89 2.89 2.48 2.48 50
Female
Count 8 7 6 8 6 5 11 7 7 9 2 5 10 8 4 3 7 8 121 % 3.31 2.89 2.48 3.31 2.48 2.07 4.55 2.89 2.89 3.72 0.83 2.07 4.13 3.31 1.65 0.12 2.89 3.31 50
Total Count 16 15 12 14 14 12 16 15 15 15 10 12 14 14 11 10 13 14 242 % 6.61 6.20 4.96 5.79 5.79 4.96 6.61 6.20 6.20 6.20 4.13 4.96 5.79 5.79 4.55 4.13 5.37 5.79 100

Table 1a shows that 121 (50%) male and 121 (50%) female pupils constitute the total of 242 (100%) respondents from San Isidro Elementary School. It is composed of 43 grade one pupils wherein 16 (6.61%) were from section 1, 15 (6.20%) from section 2 and 12 from section 3 (4.96%); 40 grade two pupils wherein 14 (5.79%) from section 1, 14 (5.79%)from section 2 and 12 (4.96%) from section 3; 46 grade three pupils wherein 16 (6.61%) from section 1, 15 (6.20%) from section 2 and 15 (6.20) from section 3; 37 grade four pupils where in 15 (6.20%) from section 1, 10 (4.13%) from section 2 and 12 (4.96%) from section 3; 39 grade five pupils wherein 14 (5.79%) from section 1, 14 (5.79%) from section 2 and 11 (4.55%) from section 3; and 37 grade six pupils wherein 10 (4.13%) from section 1, 13 (5.37%) from section 2 and 14 (5.79%) from section 3.

Table B: Distribution of Respondents as to Gender; Grade level and section
(Olongtao Ibaba Elementary School)

Gender Grade level and Section Total one two Three Four Five six 1 2 3 1 2 1 2 3 1 2 3 1 2 3 1 2 3
Male
Count 6 8 10 10 12 0 10 6 0 9 13 0 8 13 0 7 7 0 119 % 2.48 3.31 4.13 4.13 4.96 0 4.13 2.46 0 3.81 5.37 0 3.31 5.37 0 2.89 2.89 0 50.42
Female
Count 8 3 2 13 11 3 12 13 0 10 10 0 7 7 0 10 11 0 117 % 3.31 0.12 0.83 5.37 4.55 0 4.96 5.37 0 4.13 4.13 0 2.89 2.89 0 4.13 4.55 0 49.58
Total Count 14 11 12 23 23 0 22 19 0 19 23 0 15 20 0 17 18 0 236 % 5.79 4.55 4.96 9.74 9.74 0 9.32 8.05 0 8.05 9.74 0 6.36 8.47 0 7.20 7.63 0 100

Table 1a shows that 119 (50.42%) male and 117 (49.58%) female pupils constitute the total of 236 (100%) respondents from Olongtao Ibaba Elementary School. It is composed of 37 grade one pupils wherein 14 (5.79%) were from section 1, 11 (4.55%) from section 2 and 12 (4.96%) from section 3; 46 grade two pupils wherein 23 (9.74%) from section 1, and 23 (9.74%)from section 2; 41 grade three pupils wherein 22 (9.32%) from section 1, and 19 (8.05%) from section 2; 42 grade four pupils where in 19 (8.05%) from section 1, and 23 (9.74%) from section 2; 35 grade five pupils wherein 15 (6.36%) from section 1, and 20 (8.47%) from section 2; and 45 grade six pupils wherein 17 (7.20%) from section 1, and 18 (7.63%) from section 2.

Table C: Distribution of Respondent teachers as to Gender; Grade level and section
(San Isidro Elementary School and Olongtao Ibaba Elementary School)

GENDER GRADE LEVEL TOTAL ONE TWO THREE FOUR FIVE SIX
SIES MALE 0 0 0 1 0 2 3 % 0 0 0 3.23 0 6.45 9.68 FEMALE 3 3 3 2 3 1 15 % 9.68 9.68 9.68 6.45 9.68 3.23 48.39
OIES MALE 0 0 0 0 0 0 0 % 0 0 0 0 0 0 0 FEMALE 3 2 2 2 2 2 13 % 9.68 6.45 6.45 6.45 6.45 6.45 41.94
TOTAL 6 5 5 5 5 5 31
% 19.35 16.13 16.13 16.13 16.13 16.13 100

This table shows that 3 (9.68%) male and 15 (48.39%) teachers from SIES and 0 (0%) male and 13 (41.94%) female teachers from OIES constitute the 31 respondents. It is composed of 0 (0%) male and 3 (9.68%) from grade one; 0 (0%) male and 3 (9.68%) female from grade two; 0 (0%) male and 3 (9.68%) female from grade three; 1 (3.23%) and 2 (6.45%) female from grade four; 0 (0%) male and 3 (9.68%) female from grade five; 2 (6.45%) male and 1 (3.23%) female from grade six from San Isidro Elementary School and 0 (0%) male and 3 (9.68%) from grade one; 0 (0%) male and 2 (6.45%) female from grade two; 0 (0%) male and 2 (6.45%) female from grade three; 0 (0%) male and 2 (6.45%) female from grade four; 0 (0%) male and 2 (6.45%) female from grade five; 0 (0%) male and 2 (6.45%) female from grade six from Olongtao Ibaba Elementary School.
Sub Problem 1. What is the size of classes in respondents’ school?
Table 1a: Size of classes in San Isidro Elementary School and Olongtao Ibaba Elementary School

School Min Max Mean SD
SIES 25 41 34 4.12
OIES 26 57 46 9.10

This table shows that in an average view, the class size in San Isidro Elementary School is 34 where the smallest class size is 25 and the highest class size is 41 with SD equal to 4.12. Likewise, the average class size in Olongtao Ibaba Elementary School is 46 where the smallest class size is 26 and the highest class size is 57 with SD equivalent to 9.10. It is then reported that Olongtao Ibaba Elementary School has larger class size rather than San Isidro Elementary School. The standard classroom to student ratio (CSR) in the Philippines is one classroom for every 45 students as prescribed by Republic Act 7880 entitled, “An Act Providing for the fair and equitable allocation of the Department of Education, Culture and Sports budget for Capital Outlay”. Based on RA 7880, San Isidro Elementary School is considered to have below average classes (small classes) while Olongtao Ibaba Elementary School has above average class (large classes). According to news, Valbuena said that the international standard of class size is pegged at 35 students per class but in the Philippines, class size can go as 95. Across other countries, Twenty-seven out of 33 elementary schools in Bridgeport have at least half of their classrooms overcrowded. The definition of overcrowding class is considered to be more than 18 students per K-3 classroom and 25 or more students per classroom in Grades 4-8. In Organization for Economic Cooperation and Development (OECD) countries, the average class size at the lower secondary level is 23 students, but there are significant differences between countries, ranging from over 32 in Japan and Korea to 19 or below in Estonia, Iceland, Luxembourg, Slovenia and the United Kingdom.
As cited by Catherine Rampell in her article in Economix entitled “Class Size Around the World”, an average of 23.1 students fill the typical American primary school classroom, which is just above the (O.E.C.D.) average of 21.4 students. In lower secondary schools, the average American class size is 24.3 students, compared with 23.9 across the O.E.C.D.
Same author added that in the United States, the typical public primary school classroom has 23.6 students, more than four more students than the average private primary school classroom (19.4 students). Across the O.E.C.D. the public-private class size gap is narrower, at 21.4 students per public primary school class and and 20.5 students per private primary school class.
Sub Problem 2. 2. To what extent do the teachers use the following classroom management style: (Authoritative, Authoritarian, Permissive, Indulgent, Democratic and Autocratic)?
Table 2a: Classroom Management Style of the Respondents (SIES and OIES)

Classroom Management Style Min Max Mean SD
Authoritarian 1 5 3.63 (most of the time) 0.85
Authoritative 2 5 3.87 (most of the time) 0.66
Autocratic 1 5 3.44 (occasionally) 0.91
Permissive 1 5 2.10 (seldom) 0.91
Democratic 1 5 3.90 (most of the time) 0.72
Indulgent 1 5 3.39 (occasionally) 0.95
Scale:
1.0 - 1.8 never
1.9 - 2.6 seldom
2.7 – 3.4 occasionally
3.5 – 4.2 most of the time
4.3 – 5.0 always This table shows that the respondent teachers, most of the time, use authoritarian (mean=3.63, SD=0.85); authoritative (mean=3.87, SD=0.66) and democratic (mean=3.90, SD=0.72) as their classroom management. Meanwhile, autocratic (mean=3.44, SD=0.91) and indulgent (mean=3.39, SD=0.95) were occasionally used and permissive (mean=2.10, SD=0.91) was used seldom as their classroom management. In a study conducted by Laura Guangco on the classroom management styles of the teachers in De la Salle University, shows that ninety-one percent or seventy-one of the respondents used authoritative style of classroom management. While four (5.1%) were both authoritarian and authoritative. One respondent (13%) was authoritarian and at the same time utilized as well the laissez faire approach. Another respondent applied authoritative and laissez faire styles. Still another faculty managed his /her classes by using authoritarian, authoritative and laissez faire classroom room management styles.
Sub Problem 3. What is the academic performance of the respondent pupils?

Table 3a: Academic Performance of the Respondents

Academic Performance Min Max Mean SD
SIES 75.00 91.28 81.25 3.79
OIES 74.00 86.60 79.99 2.60 This table shows the profile of the respondents in terms of academic performance. In San Isidro Elementary School, the average grade of the respondent pupils is 81.25 with the lowest grade of 75.00 and highest grade of 91.28 and standard deviation of 3.79. Meanwhile, respondent pupils of Olongtao Ibaba Elementary School have an average grade of 79.99 with lowest grade of 74.00 and highest grade of 86.60 and standard deviation of 2.60. This report shows that respondent pupils in SIES perform better in terms of their academic performance rather than respondent pupils in OIES. It is observable that all pupils in SIES have passing grade while there are pupils who got failing grades in OIES. Based on DepEd Order No. 31, Series of 2012, or the "Policy Guidelines on the Implementation of Grades 1 to 12 Basic Education Curriculum (BEC) Effective School Year 2012-2013," the average grade of the pupils in SIES falls in the range of approaching proficiency (AP) which is 80% to 84%. It means that they developed the fundamental knowledge and skills and core understandings and with little guidance from teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks. Meanwhile, average grade of the pupils from OIES falls in the range of developing (D) which is 75% to 79%. It means that pupils possess the minimum knowledge and skills and core understandings but needs the help throughout the performance of authentic tasks.

Sub Problem 4. Is class size significantly related to the following: teacher’s classroom management style and pupils’ academic performance?
Table 4a: Relationship between class size and teachers’ classroom management style
Class Size Statistics Teachers’ Classroom Management Style Authoritarian Authoritative Autocratic Permissive Democratic Indulgent
No. of pupils Pearson-r 0.209 -0.026 0.247 0.005 -0.105 0.066
N=31: Correlation is significant if at least +/- 0.301 Correlation is said to be significant if the r=value is at least +/- 0.301. As shown in table 4a, it shows that class size (which is classified in terms of numbers of pupils in a class) were reported as having no significant relationship with teachers’ classroom management style in terms of authoritarian (r=0.209); authoritative (r=-0.026); autocratic (r=0.247); permissive (r=0.005); democratic (r=-0.105; and indulgent (r=0.066). In contrary, Çakmak found out that there was a relationship between class size and classroom management. He added that managing large classes is always more difficult than managing small classes. Moreover, the same author cited that, “in their review, Blatchford and Mortimore also stated that classroom management of behavior is easier in smaller classes. Furthermore, studies conducted by Achilles, Kiser-Kling, Aust, and Owen,; Bourke; Molnar, Smith, and Zahorik, as cited by Finn et al., teachers of small classes spend more time on instruction and less on classroom management or matters of discipline. These changes occur de facto when teachers have fewer students for whom they are responsible and when students are better behaved.
Table 4b: Relationship between Class Size and Academic Performance of the respondent pupils Class size Statistics Academic Performance

SIES/OIES Pearson-r -0.038
N=478: Correlation is significant if at least +/- 0.076 Correlation is said to be significant if the r=value is at least +/- 0.076. As shown in the table above, class size was reported as having no significant relationship with the academic performance of the pupils with r=value equal to -0.038. Similar to the findings, one study conducted by Michael Kornfeld found out that class size is not associated with the academic performance. Furthermore, in his research, he said that “If class size were a critical influence on students’ academic achievement, one would expect to see significant differences between students who were educated in classes nearly twice as large as other classes.” Unfortunately, he found out no difference. In his study, the results suggests that in terms of academic achievement, with the exception of 10th grade math scores, students in larger classes performed the same or better than students in smaller classes. Students in larger classes had slightly higher graduation rates, and a larger proportion planned to attend two or four year colleges. Another research conducted by Slavin as cited by Cakmak concluded that regarding class size, there is no significant correlation between small class size and academic achievement. Same with the later, research conducted by Matilde Pinto Machado and Marcos Vera-Hernandez found out that there is no significant relationship between class size and academic performance. In their study, they explained that class size could have positive effects on students’ achievement because college students might find better matches to study with in larger classes. In Connecticut, as cited by Matthew M. Chingos and Grover J. "Russ" Whitehurst, a study made by Hoxby finds no relationship between class size and achievement in fourth and sixth grade (which should reflect class size in all previous grades). Hoxby does not even find class-size effects at schools that serve disproportionately large shares of disadvantaged or minority students. Likewise, as cited by the same author, in Florida, the Florida Legislature enacted a law that implemented the amendment by first requiring, from 2003-04 to 2005-06, districts to reduce their average class sizes either to the maximum for each grade grouping or by at least two students per year until they reached the maximum. But unfortunately, Chingos, in his study, found no evidence that the Florida policy had any impact on test scores in grades 3 through 8 (state-wide assessments in math and reading were not administered in the earlier grades). In contrary, the study made by Blatchford et al.,; Ehrenberg et al.,; Finn & Achilles, as cited by Blatchford et.al., suggests that the youngest pupils benefit most in terms of academic outcomes from small classes. They added that it is because they better help children adjust to school and receive individual attention. As cited by Narayan Prasad Kafle, a study conducted by Odden reveals that class size has a notable impact on student achievement. The smaller the class size; the improved performance is achieved.
Moreover, same author cited that It seems likely that bigger classes will decrease the amount of time that can be spent on instruction and dealing with individual child. In addition, according to a website, Center for Public Education smaller classes in the early grades (K-3) can boost student academic achievement. Another study concluded that reducing class size improves reading; mathematics, listening, and word recognition test scores from kindergarten to third grade, although the effects appear relatively small in second grade. Furthermore, study made by Gentry and Swift, as cited by Omotere Adunola, conclude that other factors that affect student achievement are; school population and class size. In fact, way back 1986 to 1989 as cited by Monk and Schimdt, an experiment was conducted in relation to class size – the Tennessee STAR program. This program randomly assigned children entering kindergarten into classes of 15-17 students, 22-25 students, or 22-25 students with a teacher’s aide. These students remained in these class sizes through the third grade, and then were returned to regular sized classes for the fourth grade. Numerous studies made by Word et al.; Finn et al.; Nye et al., have examined the results from this experiment and found that the students in the smaller classes performed significantly better on standardized tests in mathematics and reading in kindergarten through the third grade. Moreover, Krueger found out that students in smaller classes performed approximately .2 to .3 standard deviations better on this standardized test than students in the larger classes over the first four years of schooling. Another research conducted by Jack Keil and Peter J. Partell found out that large class size has negative effect on the academic performance. They explained that increasing class size lowers student achievement at a decreasing rate. This means that adding 10 students to a class of 10 has a larger negative impact on grades than adding 10 students to a class of 200. Another research made by Frederick Mosteller as cited by Kirk A. Johnson, explains why small classes boost achievement. He stated in his study that, "Having fewer children in class reduces the distractions in the room and gives the teacher more time to devote to each child." The average time a teacher can spend with each child, then, appears to be important in the learning process. Biddle and Berliner as cited by Kornfeld, offered tentative theories to explain why small classes had impressive effects in the early grades. This was when youngsters were first learning the rules of school and forming ideas about whether they can cope with education. Since there was more one-to-one interaction in smaller classes, teachers learned more about individual students. This translates into helping students develop more useful habits and ideas about themselves. Additionally, teachers in small classes had higher morale and thus created a more supportive learning environment. Furthermore, Blatchford et.al., concluded in their study that in terms of the effects of class size to academic achievement, effects on the two main sets of behavior - teacher pupil interaction and classroom engagement - would be most prevalent at primary level. But against expectation, effects actually extended into secondary schools and did not weaken, though in the case of classroom engagement effects were most marked for low attaining pupils. As cited by Jeremy D. Finn and Gina M. Pannozzo, Charles M. Achilles, Well over 100 studies were reviewed by Glass and Smith and Robinson and found out that the preponderance of the evidence showed that reduced-size classes-below 20 pupils-were associated with improved academic performance. Effects were most pronounced in the early primary grades and especially among students from low-income homes. Therefore, the null hypothesis that there is no significant relationship between class size and classroom management and academic performance is now fully accepted.

Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS This chapter presents the summary of the findings or the results of data gathering taken by the researchers. It also presents the formulated conclusions and the recommendations of the researchers.
Summary of Findings Below are the stated sub problems of the study together with the corresponding findings as interpreted form the data gathered by the researchers from the 242 pupils of San Isidro Elementary School and 236 pupils of Olongtao Ibaba Elementary School.
Sub Problem 1. What is the size of classes in respondents’ school? It was reported that the average class size in San Isidro Elementary School is 34 where the smallest class size is 25 and the highest class size is 41. Likewise, the average class size in Olongtao Ibaba Elementary School is 46 where the smallest class size is 26 and the highest class size is 57. Thus, Olongtao Ibaba Elementary School has larger classes rather than San Isidro Elementary School.

Sub Problem 2. To what extent do the teachers use the following classroom management style: (Authoritative, Authoritarian, Permissive, Indulgent, Democratic and Autocratic)? It was reported that the respondent teachers most of the time, use authoritarian; authoritative and democratic as their classroom management. Meanwhile, autocratic and indulgent were occasionally used and permissive was used seldom as their classroom management.
Sub Problem 3. What is the academic performance of the respondent pupils?
It was reported that In San Isidro Elementary School, the average grade of the respondent pupils is 81.25 with the lowest grade of 75.00 and highest grade of 91.28 Meanwhile, respondent pupils of Olongtao Ibaba Elementary School have an average grade of 79.99 with lowest grade of 74.00 and highest grade of 86.60
Sub Problem 4. Is class size significantly related to the following: teacher’s classroom management style and pupils’ academic performance? It was reported that class size has no significant relationship with teachers’ classroom management and pupils’ academic performance.
Conclusions
1. Olongtao Ibaba Elementary School has larger classes rather than San Isidro Elementary School.
2. Respondent teachers reported that most of the time, use authoritarian; authoritative and democratic; occasionally use autocratic and indulgent; and seldom use permissive as their classroom management.
3. It was reported that pupils in SIES has higher academic performance rather than pupils in OIES.
4. There is no significant relationship between class size and classroom management.
5. Class size and academic performance were reported as having no significant relationship.
Recommendations
Some recommendations were given by the researchers as a response to the findings of the study and for the essence of the study as well.
For teachers . . .
1. Since the results suggests that class size is not associated with academic performance of the pupils, it is recommended to focus our concern to other factors such as teaching styles.
For future research . . .
2. Other teacher factors and pupils’ concerns (such as teacher’s health and classroom behavior) not incorporated in the study can be used to correlate to class size.
3. Other specific skills related to school performance which are not elaborated in this study can also be linked to class size to deepen the focus of the study.
4. Since class size is not permanent as the pupil promoted in every grade level, it is also recommended that class size of the pupil in every grade level can also be linked to their GPA to show how long does the class size affect the academic performance of the pupil.