Assessing The Influence of Class Size on Learners’ Academic Performance at Jolo District, Division of Sulu

Abstract

This study aimed to assess the Influence of Class Size on Learners’ Academic Performance at Jolo II District, Division of Sulu. Specifically, it sought to determine the demographic profile of teacher-respondents, evaluate the extent to which class size affects classroom management, academic performance, teachers’ performance, and the teaching-learning process, and examine any significant differences and correlations among these factors. A descriptive quantitative research design was employed, utilizing a questionnaire checklist survey. The study was conducted in selected schools within Jolo II District during the academic year 2024–2025, with teacher-respondents selected through purposive sampling. Statistical tools such as frequency distribution, percentage, mean, standard deviation, t-test, One-way ANOVA, and Pearson Product-Moment Correlation were used for data analysis. Findings revealed that most teacher-respondents were 31 years old and above, predominantly female, held a baccalaureate degree, and had at least 11 years of teaching experience. Teachers agreed that class size significantly influences learners’ academic performance, particularly in classroom management, academic performance, teachers’ performance, and the teaching-learning process. However, no significant differences were found across demographic profiles, except for classroom management in terms of gender and length of service. Additionally, teachers' performance showed a strong correlation with learners' academic performance. Based on these findings, the study recommends reducing class sizes or implementing strategies to improve classroom management and teacher effectiveness in larger classes to enhance learning outcomes.