SEMESTER MARCH 2024

SCHOOL OF EDUCATION & HUMANITIES

BACHELOR OF EDUCATION

COURSE:
ERES 4143 PROJECT PAPER (55)

TITLE:
ASSIGNMENT : FINAL PAPER

LECTURER:
MADAM SITI NURZUBAIDAH BINTI MOHD FARID

PREPARED BY:

NAME SHIVA SHANGGARI A/P M. SEENIVASAN PILLAI

MATRIC NO. B22361063
 CONTENT

ABSTRACT

1.0 INTRODUCTION

1.1 INTRODUCTION

1.2 BACKGROUND OF STUDY

1.3 PROBLEM STATEMENT

1.4 RESEARCH OBJECTIVE

1.5 RESEARCH QUESTION

1.6 SIGNIFICANCE OF STUDY

1.7 OPERATIONAL DEFINITION

2.0 LITERATURE REVIEW

2.1 INTRODUCTION

2.2 RELEVANT PAST STUDIES

2.3 THEORETICAL FRAMEWORK

2.4 CONCEPTUAL FRAMEWORK

3.0 RESEARCH METHODOLOGY

3.1 INTRODUCTION

3.2 RESEARCH DESIGN

3.3 INSTRUMENTS
 3.4 SAMPLING/PARTICIPANTS

3.5 DATA COLLECTION PROCEDURE

3.6 DATA ANALYSIS PROCEDURE

4.0 FINDINGS AND RESULTS

4.1 INTRODUCTION

4.2 FINDINGS AND RESULTS

4.3 QUALITATIVE DATA ANALYSIS TABLE

5.0 DISCUSSION & RECOMMENDATIONS

5.1 DISCUSSIONS

5.2 RECOMMENDATIONS

6.0 CONCLUSION

REFERENCES

APENDIX
 ABSTRACT

This research aims to see how the number of students in a class affects how well

they do in school. We want to find out how this can help make schools better

and come up with new ways to use class size to help students do well and feel

good. Additionally, we would like to observe how class size influences the level

of student engagement and participation in classroom discussions. The research

also indicates the importance of gaining a better understanding of the impact

of class size on student learning and teacher-student interactions. This suggests

that we should delve deeper into the potential benefits of reducing the number

of students in a class. I used interviews to collect information for my research

instead of using a quantitative approach. I interviewed 5 students for my

interview. The research showed that having fewer students in a class helps

students do better in school, be more involved in class, and have a better time

in the classroom because they get more one-on-one attention, participate

more, and have a closer relationship with their teacher. This study shows that it's

important to have fewer students in each class to make education better.

Keywords: Class size, student engagement, academic performance, classroom

dynamics
 CHAPTER 1

1.0 INTRODUCTION

1.1 INTRODUCTION

A common topic of discussion in school is the relationship between class size and

student achievement. Academic writings have been addressing the influence

of class size on students' outcomes since the beginning of the 20th century.

(Glass & Smith, 1979) (“Meta-Analysis of Research on Class Size and

Achievement on JSTOR,” n.d.). This discussion has grabbed the interest of

teachers, leaders, and scholars. They are aiming to discover how the size of a

class influences student educational outcomes. The study investigates how the

number of students in a class influences their academic performance. The goal

is to comprehend how it influences teaching and school regulations. Cash and

others. Cash et al. (2017) revealed that big classes in college led to lower student

engagement and decreased depth of learning. It's the teacher's influence, not

the resources or instructional strategies, that can make a big class feel smaller.

In the past, there has been a discussion in schools about the potential benefits

of smaller class sizes for students. Those in favor of small class sizes claim that they

allow teachers to offer students greater personal attention, involve students

more deeply in their learning, and establish stronger connections between

teachers and students (eSchool News 2019). On the other hand, people who

support having more students in a class say it could save money and give

students a chance to meet different people and share ideas. These different

opinions have supported a lot of research, policies, and teaching methods, this
is also supported by Bonesrønning et al. (2022) and Laitsch et al. (2021) said that

most people agree that having fewer students in a class helps students talk more

with their teacher, helps students who are struggling, and makes students do

better in school and like school more.

1.2 BACKGROUND OF STUDY

Students in larger classes often collaborate and engage in conversations with

their peers. Some students may not be included while some may form

their groups. In smaller classes, students will talk and get to know each other

better. The effect could be an interconnected bunch of students who support

and learn from one another Finn et al. (2003).

According to eSchool News(2019) When students feel like they can get along

with everyone in their class and their teacher, they will probably feel more

comfortable joining in and asking questions. This could help students not get

behind and make them more interested in learning.

In addition to this study, we will also explore the impact of the classroom

environment on students' perseverance and overall happiness. To deal with the

problem of students leaving school, we need to look at how their experiences in

the classroom affect their decision to leave. The classroom is where different

subjects come together to learn about one main idea.

Understanding what makes up the classroom experience is important for

students, teachers, staff, and administrators to work together and learn from

each other. The way the classroom is set up should give students good

experiences by using different ways of learning. This research wants to know if

participating in class helps students learn better and stay motivated. If it does

help, the study also wants to know how it helps.

The article shows how classroom participation affects students' ability to keep

learning. It suggests that current theories about why students keep going in

school may need to include how much students participate in class. This study

looks at what makes students feel like they fit in at school or not, and if these

things affect how long they stay in school (Demaris & William Allan Kritsonis 2008).

1.3 PROBLEM STATEMENT

According to Maloney, (2020), the interplay of class size, student achievement,

and the overall classroom atmosphere remains a prominent topic in the realm

of education. Many studies show that when there are fewer students in a class,

the students do better in school. However, we need to study more about how

the size of a class affects how well students do in school and how teachers

teach. At the same time, we should think about how having fewer students in a

class can help students and teachers understand each other better and learn

more. Although the existing research gives some clear answers to the objection

being reported, there is still much that science doesn't fully understand about

the factors directly related to the arguments against it. Also, it is important to

study the possible benefits of having fewer students in a class to better meet the

needs of all students and create a more positive atmosphere in the classroom.

The study investigates the influence of the number of students in a class on their

learning experience, class participation, teacher interaction, perceived learning

outcomes, and overall class satisfaction. Smaller class sizes are better for
students because they pay more attention, compete better, and participate

more. They also feel more involved in their classes and have better interactions

with classmates. Conversely, larger class sizes are linked to lower student

attentiveness, competition, and engagement. Also, students say that they get

more help and support from their teachers in smaller classes. In simple words, the

size of the class affects how much students feel like they learned in two ways:

their business and communication skills for their future jobs and how happy they

are with their overall experience as a student (Wang & Calvano, 2022).

Dee & West (2011) said that having fewer students in each class made students

feel more engaged in school and improved their non-cognitive skills. Dee and

West came up with a plan. They said that having smaller classes could help

students behave better. Teachers could control bad behavior and ask students

to think about things. In summary, smaller classes can help teachers get students

more interested in learning and identify what each student is good at. They can

also help students become better at solving problems when things get tough.

In another study by Paola et al (2009) has found that when there are more

students in a class, it can make it harder for them to do well in math, especially

if they are not very skilled at it. But for students who are really good at math, it

doesn't make as much of a difference. However, the number of students in a

class doesn't seem to make a difference in how well they learn language. The

research shows that it's better to have math classes in smaller rooms. This helps

students do better in math.

Karas(2021) It is claimed that larger class sizes can make it more challenging for

students to succeed in mandatory courses, but not in elective courses. This

happens in many parts of student course evaluations, like how good the course

is, how much the students learn, how much they participate, and how engaged

they are. The findings indicate that the impact of class size on student

performance varies depending on the type of class. This supports the idea that

the best class size depends on how involved the students are in the class.

Conflicting with all the studies above, the findings by Owuor (2018). This

contradicts the belief that student performance is not affected by class size. It

does not guide the ideal number of students in a class for maximizing learning

outcomes. The research shows that factors like how involved students are in their

learning, how experienced teachers are, and how much support and tools

students have also affected how well they do in school, not just the size of the

class.

In the study by Cervantes et al (2022) there has been a report that shows that

there is no obvious difference in teacher evaluation due to class sizes. The survey

applied both descriptive statistics and ANOVA for the analysis of the data. The

report established that most of the students rated the teachers of the Robotic

class to be very satisfying to excellent thus showing that they are not scared of

the number of the class size number thus the teachers still perform in the

classroom for the students' learning.

1.4 RESEARCH OBJECTIVE

1. Identify the existing literature on class size and its impact on student
 academic performance and classroom dynamics.

2. Propose innovative strategies and interventions that leverage class size to

improve academic performance and student well-being

1.5 RESEARCH QUESTION

1. How does class size impact student engagement and participation in the

classroom?

2. In what way does class size impact student academic performance and

classroom dynamics?

1.6 SIGNIFICANCE OF STUDY

Benefit to Teacher:

The findings of the research provide valuable guidance on successful classroom

management. It examines how the size of a class impacts the academic

performance of students. It offers established conclusions that can assist

educators in comprehending the impact of class size on classroom dynamics

and adjusting their instructional approaches accordingly.

Benefit to Parents:

Parents can use the research to make informed decisions about the best school

for their children by considering how class size influences their academic

success. This will additionally assist parents in identifying the most suitable schools

for their children, taking into account class size and academic performance.

1.7 OPERATIONAL DEFINITION

In this context, an operational definition is a clear and specific way to describe

a concept or variable in a research study, so that it can be measured and

observed. It shows how a certain idea will be tested and watched in the study.

In this study, the way we define things is used to figure out how class size affects

students' grades, how they behave in class, how much they participate, and

how hard they try. It explains in detail how these things will be looked at in the

study, so we can understand how class size affects different educational results.

This will help us investigate this relationship well.

The problem we will face with big classes is that the students might not feel as

motivated and may lose confidence. Students also struggle with public

speaking, and that's really worrying. Most students who don't do well in school

struggle with their feelings and relationships with others. Big class sizes make it

hard for both the students and the teacher. Teachers have a tough time giving

attention and help to all the students, and they have to do more work.
 CHAPTER 2

2.0 LITERATURE REVIEW

2.1 INTRODUCTION

This study investigates the relationship between the size of a class and student

academic achievement. It seeks to understand how this information can

enhance our approach to educating students. It examines how the quantity of

students in a class influences their level of engagement, participation, and

satisfaction with the learning process, as well as the overall dynamic within the

classroom. The literature review shows that different studies have different

opinions on whether class size affects how well students do in school. Some

studies say smaller classes make students do better, while others say there's no

big difference. It also talks about how making classes smaller can help students

learn better and have a better relationship with their teacher. It also helps

students improve their non-academic skills.

2.2 RELEVANT PAST STUDIES

Class size impacts on student engagement and participation in the classroom.

According to Wang and Calvano (2022) In classes with fewer students, students

usually pay more attention, get more involved, participate more, and interact

with their classmates and teacher more compared to classes with a lot of

students. This is because small classes allow teachers to give more attention to

each student and have closer interaction with them.

Another study by Nakamura & Dev (2022) research shows that when there are

fewer students in a class, there are less behavior problems, better teaching of
reading and writing, and more students taking part in activities. Additionally,

they facilitate students in building better connections with one another,

enhancing their interpersonal skills and enabling them to form strong friendships.

This can make a big difference in their school experience and help them grow

emotionally.

Blatchford et al. (2011) support the idea by showing that students in smaller

classes are more involved in learning and behave better than students in bigger

classes. A study by Finn et al (2003) submits that larger class sizes could contribute

to distractions and off-task behavior, whereas smaller classes make it easier for

students to participate and learn.

Class size impacts on student academic performance and classroom dynamics.

Previous studies on how the size of a class affects learning have shown mixed

results. Some research suggests that having fewer students in a class can help

students do better in school, while other studies show that class size doesn't really

make a big difference in how well students do. For example, a meta-analysis by

(Krueger & Whitmore, n.d.) found that the size of a class doesn't make much of

a difference in how well students do in school. But, smaller classes can lead to

slightly better grades. Nevertheless, other research such as the Tennessee STAR

experiment (Mosteller1995) discovered that even though smaller classes helped

at first, their impact didn't last.

Recent studies indicate that the number of students in a class and the classroom

environment can impact students' academic performance and learning

outcomes. Glass & Smith (1978) suggested that having fewer students in a class

makes a big difference in how well students do in school, especially in

elementary and high school. Cash et al. (2021) highlighted how the number of

students in a class affects how well they learn, do in school, and behave in the

classroom. Furthermore, future studies want to expand the research on class size

to include things like how students learn and behave in the classroom. (Finn et

al., 2003).

Another study says that making class sizes smaller has many good effects, not

just on grades. Research has shown that young students do better in school

when they are in smaller classes. They get higher test scores, better grades, and

go to school more often. Also, making classes smaller has been predicted to

decrease the difference in performance between black and white students by

about 38%. Additionally, having fewer students in a class is linked to students

spending more time focused on learning and less time misbehaving, which is

especially helpful for students who struggle in school. Furthermore, they are

linked to improved well-being and have the potential to reduce

expenses. Having fewer students in a class makes it easier for the teacher to

create a good environment, helps students focus better, and makes it easier for

the teacher to build good relationships with the students. It also means less time

is needed for dealing with behavior issues. (Biddle & David Charles Berliner, 2002)

New studies have found out more about how the number of students in a class

affects how well they do in school. For instance, the STAR (Student-Teacher

Achievement Ratio) state that reducing class sizes significantly in the early years

leads to improved student grades and attendance in both school and college.
(Brookings, 2003). Furthermore, teachers' opinions are important. A survey

showed that 9 out of 10 teachers think that smaller classes help students learn

better. (June 10 et al., 2022). Another issue with class size and educational

outcomes is that most studies only look at grades or test scores as the main way

to measure how well students are doing.

According to (Watson et al., 2013), Smaller class sizes can lead to improved

academic outcomes for students, especially those in lower grades and facing

challenges. However, having good teachers and using effective teaching

methods are more important for students' success than having smaller classes.

The impact of having fewer students in a class can be different in different

situations and might depend on how the teacher teaches. The way teachers

communicate with students, as well as the level of interest shown by students,

also impacts its effectiveness.

According to the research by Dee and West (2011), a reduction in the number

of students in a class leads to an improvement in students' social and emotional

competencies. This shows that class size can have a big effect on how students

learn and grow. Likewise, a study by (Chingos & Whitehurst, 2011) discovered

that reducing the number of students in primary school classes led to improved

academic performance, particularly among students from low-income families.

Another research was done with students in Malaysia. They were interested in

observing the impact of class size on students' performance in math and

science. They also explored how boys and girls differ in this aspect. The new

findings tell us that when there are fewer students in a class, it doesn't necessarily
help them do better in their school work, no matter if they are boys or girls. Smart

females in urban areas and wealthy families benefit from smaller class sizes,

resulting in improved academic performance. (“Who Gains from Class Size

Reduction? Another Look at Malaysia’s ‘Lost Boys Phenomenon’ in Student

Achievement,” 2022). Contrary to this, (Nakamura & Dev, 2022) state that with

smaller classes, teachers have the opportunity to incorporate diverse teaching

strategies, such as engaging in activities and fostering collaborative learning.

This can make it easier for students to learn. This might help the school give

students and their parents some good advice to make the learning environment

better, or to help students who are struggling with their learning environment.

2.3 THEORETICAL FRAMEWORK

Several research has investigated how class size influences students' academic

performance. In recent years, teachers and policymakers have been paying

more attention to this topic. Furthermore, this study sought to explore the

relationship between smaller class sizes and students' academic achievement.

2.4 CONCEPTUAL FRAMEWORK

CLASS SIZE

CLASSROOM MANAGEMENT

PERSONAL ENGAGEMENT
ATTENTION LEVEL

IMPROVED LEARNING
OUTCOME
 CHAPTER 3

3.0 RESEARCH METHODOLOGY

3.1 INTRODUCTION

This research seeks to understand the relationship between reduced class size

and its effects on academic achievement, student engagement, and

classroom dynamics. After my interview session with students, I realized that they

are more enthusiastic and involved in small-group learning environments.

3.2 RESEARCH DESIGN

The purpose of this investigation is to examine whether students experience

improved academic performance in smaller class environments, to gather this

data I needed people with real-life experience methods which appeared to be

more relevant. I have used the qualitative method in this research to collect

data to explore the more in-depth experience of the participants, by

interviewing the students I get to understand their views and opinions on smaller

class sizes.

3.3 INSTRUMENT

An "instrument" in qualitative research, refers to the tools or strategies used to

collect information from participants to discover and comprehend a specific

research question. Contrary to qualitative method, quantitative research

frequently use instruments such as surveys or tests to collect numerical

information, Qualitative research tools are used to understand and record

detailed experiences that are not measured with numbers, often about people's
thoughts, feelings, and actions. Common instruments used in qualitative

research are Interviews, focus groups, observations, document analysis, etc. I

acquired information for this study through interviews with people. During the

interview, I prepared 10 questions for the interviewee to respond to. These

questions have 2 parts. The first part is about basic information and the second

part is an open-ended question where you can share your opinion and thoughts

in your own words.

3.4 SAMPLING AND PARTICIPANT

I have gathered information from 5 participants and compiled all the answers

the participants gave during the interview session. My participants are from

government school and all of them are 14 years old. I have assured them that

this interview is strictly confidential and their participation is solely their decision

to participate voluntarily.

3.5 DATA COLLECTION PROCEDURE

I began by outlining to the student the main objectives of our research and

furnished them with all the necessary information about the study. I have asked

for their permission, explained what they will be doing, and promised to keep

their information private. The interview took place in a comfortable setting,

creating a relaxed atmosphere. To facilitate the open sharing of thoughts and

opinions, the interview was conducted with the student alone. Information was

obtained by posing a variety of questions in a more versatile way. The student

decided on the venue, and the interview was later captured and documented.
3.6 DATA ANALYSIS PROCEDURE

I used a common method called coding and categorizing to analyze my data.

Many researchers use this method because it's an important part of the data

analysis process. First, we split the data into small parts called "codes. " Then, we

read the data multiple times to label and identify the codes, themes, and

concepts Harding & Whitehead, (2013).

This research examined the correlation between the number of students in a

class and their performance, engagement, and participation in classroom

activities. It can be inferred from the interview and our investigation that the size

of a class plays a significant role in determining students' academic

performance and level of participation.

 Chapter 4

4.0 Findings and Results

4.1 Introduction

We will examine findings and results obtained through a qualitative research

approach in this segment, precisely concentrating on an in-depth semi-

structured interview with 5 students. This study intended to discover and gain

insights into participants' life experiences, perceptions, and approaches

regarding the impact of class size on student's academic performance,

engagement, and participation in the classroom. According to Jamshed, (2014),

the qualitative research approach is deemed appropriate when the researcher

or investigator is investigating a new topic of study or seeks to identify and

hypothesize significant concerns. Various qualitative approaches have been

produced to get a thorough and inclusive understanding of situations through

written analysis, with interviewing and observation being the utmost dominant

ones, allowing for an in-depth understanding of the essential themes and

meanings inherent in the data. To acquire the outcomes for this research I have

used open-ended questions and a flexible interview session method, and the

participant was allowed to express their thoughts, feelings, and experiences

related to the research topic.

The information presented in this section is the result of closely examining the

interview data. This enabled me to uncover common patterns and themes that

emerged frequently in the participant's responses. I thoroughly reviewed the

interview answers and identified significant details.

4.2 Findings and Results

4.2.1 Research Questions 1 and 2:

 How does class size impact student engagement and participation in the

classroom?

 In what way does class size impact student academic performance and

classroom dynamics?

1) Lack of confidence

According to the participants, there is an overwhelming number of students in

the class. It results in them being less self-assured about speaking up or raising

questions. As a consequence, they are less engaged in class.

2) Time Constraint

Since there are lots of students in the class, the students don’t get sufficient time

to complete the assignment and present as the teacher devotes her time to the

first group or specific student. This leads to dissatisfaction and reduced

engagement and participation in class. Since the teacher ratio is 1 to 32, there

is no appropriate way or channel to connect with teachers.

3) Less Opportunity

It was reported that as a result of the high student population, some individuals

were unable to contribute their ideas and were not as active in class.

4) Attitude/Moral Issue
 Students with moral issues stops the other students from participating.

5) Attention from teacher

When teachers don't praise students for doing well, they are less motivated.

Teachers are too busy because there are too many students in their classes, so

they can't give each student the attention they need. Not getting praise or

recognition from the teacher is also a problem.

6) No motivation

Students don't want to go to school because they don't feel valued or listened

to.

4.3 Qualitative Data Analysis

Transcribed Code Category Themes

Students form/class Grade/year Demographic Which Class is the
participant in
Total number of students Class size Demographic How many
students are
currently in their
class
Students struggle to obtain Less interaction individual Social Emotional &
individual attention from the and Attention attention Teacher behaviour
teacher, Making it harder for them from the teacher,
to ask questions and talk with
others.

Not having enough time to talk in a Less Ability to Social Emotional,

big class makes people less likely to engagement participate being unable to
join the conversation and less sure due to limited learn, Time
of themselves when they do. time, shy, constraints
Lack of
confidence,
Insufficient time
It's best to have 15-20 students in a Ideal class size effective Interaction and
class, and no more than 25. Smaller learning and participation
engagement
classes help students and teachers
talk more and learn better.
Support smaller classes, because Attention and Understanding Social Emotional &
they can get more help and be Opportunities of subject Teacher behaviour
more involved, which can make
them do better in school.
Having a lot of students in a class Communication Interaction Communication
makes it harder to talk to each barrier between and group
other and work together in groups. the students activities
This can make it harder to have
good discussions and work well
together.
Having fewer students in a class High level of Academic Teacher
means each student gets more attention in performance Behaviour,
attention from the teacher. This smaller class and learning Communication.
makes students more interested increase outcomes
and involved in the class, and they communication
understand the subject better. This and learning
helps them do better in school.
When there are fewer students in a Students didn’t Challenges Social- emotional,
class, it can help with problems like get enough time Communication,
not paying attention, not having and less Teacher behaviour
many chances to join in, not being opportunies
interested, not feeling confident, which lead to less
having a bad attitude, and not engagement
learning well. This is because the and poor
teacher can spend more time with learning
each student, and everyone can outcome
take part more and work together
better in activities.
Bigger classes make it harder for Not eager to overall Learning by having
students to talk to the teacher and attend class, too experience fun
each other, so they feel less noisy, bored no and
excited and interested in learning. enjoyment enjoyment
In smaller classes, students feel
closer to their teachers and
classmates. This makes learning
more personal and interesting,
leading to a better and happier
time at school.
Having fewer students in a class Smaller class sizes Future Recommendations
helps you learn better because the allow for more improvement
teacher can give you more personalized
attention and you can be more attention,
focused on your learning. It is increased
important to have smaller classes participation,
for all grades. Teachers should say and improved
nice things to students to make engagement.
them feel good and work harder.
 Chapter 5

5.0 Discussions and recommendation

5.1 Discussion for research question

5.1.1 Research question 1: How does class size impact student engagement and

participation in the classroom?

Through my research and interviews, it is evident that the number of students in

a class plays a significant role in determining their level of involvement and

participation, Blatchford et al., (2011) state that larger class sizes posed a

challenge for underperforming high school students to remain attentive and

engaged during lessons. With fewer students in the class, there is more

opportunity for individual attention from the teacher and improved

engagement in their studies. This idea is backed up by the information we

got from the in-depth interview. My research uncovered trends and concepts

indicating a relationship between the number of students in a class and their

level of participation. According to Wang and Calvano (2022), Student

engagement is the most influential academic engagement behavior, while

teacher interaction is the most influential social engagement behavior for

positive educational outcomes.

The evidence gathered from the interview provides valuable firsthand

perspectives from the student, shedding light on their experiences and

perceptions regarding class size and its influence on their level of engagement

and participation. Additionally, the findings align with existing literature in the

field, further reinforcing the conclusion that class size plays a pivotal role in
shaping the dynamics of student engagement within the classroom

environment.

Overall, the research question has been addressed through qualitative data

analysis, culminating in the conclusion that class size does impact student

engagement and participation in the classroom. This finding contributes to a

deeper understanding of the factors that influence student learning experiences

and underscores the importance of considering class size as a critical element

in educational settings.

5.1.2 Research question 2: In what way does class size impact student academic

performance and classroom dynamics?

Based on the research and the insights gathered from the interview, it is evident

that class size indeed has a discernible impact on student academic

performance and classroom dynamics. According to Blatchford et al., (2003),

class size does produce a vital impact on student academic performance and

classroom dynamics. Research has shown that smaller class sizes generally lead

to improved academic outcomes for students, as they receive more

individualized attention and support from the teacher. The qualitative data

obtained through the in-depth interview has revealed compelling evidence that

supports the conclusion that class size plays a significant role in shaping both

academic outcomes and the overall dynamics within the classroom to support

this, (Obiakor et al., 2020)state that large class sizes lead to poor academic

performance, ineffective teaching methods, and improper use of instructional

materials due to difficulties in visibility and interaction for students, especially

those at the back.

The findings from the interview provide valuable firsthand perspectives from the

student, offering insights into how class size influences their academic

performance and the dynamics of their learning environment. Additionally,

these findings are consistent with existing research in the field, thereby

reinforcing the conclusion that class size is a crucial factor that affects student

academic performance and classroom dynamics.

5.2 Future Recommendation

The research shows that the size of the class can affect students in many different

ways. This illustrates the interconnectedness of class size, academic

performance, and peer relationships. It's important to know that while the

conclusion shows a connection between the number of students in a class and

how well they do in school, more research may be needed to understand

exactly how this works and what it means. This would contribute to a more

comprehensive understanding of the complexities involved and could offer

valuable insights for educational policy and practice. I would recommend some

studies to be covered in the future:

1. Different levels of education: Broaden your research by looking at how class

size affects students at different school levels, like elementary, middle, high

school, and college. This will help us understand how the size of a class affects

different age groups and types of schools.

2. Investigate class arrangement: Also, look at how the different types of students

in a class affect how well they do in school, how much they participate, and

how the class works together. Class composition means the different types of

students in a class, like their backgrounds, how they learn, and how they behave.

Study if certain groups of students in a class affect results differently.

3. Discover teaching strategy roles: Explore the effectiveness of utilizing

alternative teaching approaches, such as group work, technology utilization,

and customized lesson plans, in mitigating the negative effects of larger class

sizes and sustaining student engagement with the learning material. This will help

find good ways to teach that can make the class better, no matter how many

students there are.

4. Influence of cultural factors: - Investigate how the size of a class can bring

about diverse effects in various cultural settings. "Things like how we learn in

school, what we believe, and our cultural background can affect how many

students are in a class and how well we do in school. " Compare research done

in different countries or areas to learn more.

 Chapter 6

6.0 Conclusion

Ultimately, based on extensive research and various studies, it is evident that

class size has an impact on student performance, participation, and overall class

atmosphere.

Research indicates that smaller class sizes are linked to better student

achievement in school. Studies have shown that students in smaller classes do

better on tests, get higher grades, and achieve more in school than students in

bigger classes. Because of the heightened interaction between teachers and

students, students benefit from individualized support and encounter fewer

distractions. With a smaller class, instructors can dedicate more time and

attention to each student, providing them with more guidance and assistance.

This helps students to understand and learn difficult ideas better.

The level of student participation in learning is influenced by the class size. In

smaller classes, students feel more at ease and confident to join in conversations,

ask questions, and work with their classmates. This helps improve how well you

can think, remember things, and talk to others. However, when there are more

students in a class, it can make it harder for everyone to be actively involved in

learning. Some students might not want to join in, or they might feel like they're

not as important as other students. This makes them less involved and stops them

from learning well.

Furthermore, the number of students in the class can greatly influence the

dynamics of the class. Having fewer students in a class makes it feel more like a
close group and helps students get along better with each other. Teachers can

build better relationships with their students, which helps with managing the

classroom and creating a good learning environment. On the other hand,

bigger classes often have more problems with students not following rules and

less time for teachers to talk to students. Bigger classes are harder for teachers

to control and make it harder for students to learn. This can make the classroom

feel chaotic.

In conclusion, the research strongly shows that the size of the class affects how

well students do in school, how much they participate, and how the class works

together. Having fewer students in a class is good for kids because they get more

attention from their teacher, they are more involved in learning, and the

classroom feels nicer. As teachers and leaders, it's very important to understand

and make reducing class sizes a top priority. This will help improve education and

give students a better learning experience.

 Reference

Barnum, M. (2022, June 10). Does class size really matter? A Chalkbeat look at

the research. Chalkbeat.

https://www.chalkbeat.org/2022/6/10/23162544/class-size-research/

Biddle, B. J., & David Charles Berliner. (2002, February). Small Class Size and Its

Effects.

https://www.researchgate.net/publication/234608484_Small_Class_Size_

and_Its_Effects

Blatchford, P., Bassett, P., Goldstein, H., & Martin, C. (2003). Are class size

differences related to pupils’ educational progress and classroom

processes? findings from the institute of education class size study of

children aged 5–7 years. British Educational Research Journal, 29(5), 709–

730. https://doi.org/10.1080/0141192032000133668

Blatchford, P., Bassett, P., & Brown, P. (2011, January 12). Examining the Effect of

Class Size on Classroom Engagement and Teacher-Pupil Interaction:

Differences in... ResearchGate; Elsevier.

https://www.researchgate.net/publication/234578633_Examining_the_Eff

ect_of_Class_Size_on_Classroom_Engagement_and_Teacher-

Pupil_Interaction_Differences_in_Relation_to_Pupil_Prior_Attainment_and

_Primary_vs_Secondary_Schools

Bonesrønning, H., Finseraas, H., Hardoy, I., Iversen, J. M. V., Nyhus, O. H., Opheim,

V., Salvanes, K. V., Sandsør, A. M. J., & Schøne, P. (2022). Small-group

instruction to improve student performance in mathematics in early

 grades: Results from a randomized field experiment. Journal of Public

Economics, 216, 104765. https://doi.org/10.1016/j.jpubeco.2022.104765

Cash, C. B., Letargo, J., Graether, S. P., & Jacobs, S. R. (2017). An Analysis of the

Perceptions and Resources of Large University Classes. CBE—Life Sciences

Education, 16(2), ar33. https://doi.org/10.1187/cbe.16-01-0004

Cervantes, K., Magno, M., & Monto, J. (2022). A Descriptive Study on Class Size

toward Senior High School Students’ Evaluation of Robotics Teachers.

https://files.eric.ed.gov/fulltext/ED625380.pdf

Chingos, M., & Whitehurst, G. (2011, May 11). Class Size: What Research Says and

What it Means for State Policy. Brookings.

https://www.brookings.edu/articles/class-size-what-research-says-and-

what-it-means-for-state-policy/

Class Size Matters: Understanding the Link Between Class Size and Student

Achievement. (2019, November 12). ESchool News.

https://www.eschoolnews.com/top-news/2019/11/12/class-size-matters-

understanding-the-link-between-class-size-and-student-achievement/

Dee, T. S., & West, M. R. (2011). The Non-Cognitive returns to class size.

Educational Evaluation and Policy Analysis, 33(1), 23–46.

https://doi.org/10.3102/0162373710392370
Demaris, M. C., & William Allan Kritsonis. (2008). The Classroom: Exploring its

Effects on Student Persistence and Satisfaction. 2(1).

https://files.eric.ed.gov/fulltext/ED501268.pdf

Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The “Why’s” of Class Size:

Student Behavior in Small Classes. Review of Educational Research, 73(3),

321–368. https://doi.org/10.3102/00346543073003321

Glass, G. V., & Smith, M. L. (1979). Meta-Analysis of Research on Class Size and

Achievement. Educational Evaluation and Policy Analysis, 1(1), 2–16.

https://doi.org/10.2307/1164099

Harding & Whitehead, 2013 (PDF) Analysing data in qualitative research. (n.d.).

ResearchGate.

https://www.researchgate.net/publication/255950505_Analysing_data_in

_qualitative_research

Jamshed, S. (2014). Qualitative Research Method-Interviewing and Observation.

Journal of Basic and Clinical Pharmacy, 5(4), 87–88. NCBI.

https://doi.org/10.4103/0976-0105.141942

Karas, A. (2021). The effect of class size on grades and course evaluations:

Evidence from multisection courses. Bulletin of Economic Research.

https://doi.org/10.1111/boer.12274
Krueger, A., & Whitmore, D. (n.d.). Retrieved November 18, 2019, from

https://eml.berkeley.edu/~saez/course131/Krueger-Whitmore01.pdf

Laitsch, D., Nguyen, H., & Younghusband, C. H. (2021). Class Size and Teacher

Work: Research Provided to the BCTF in their Struggle to Negotiate

Teacher Working Conditions. Canadian Journal of Educational

Administration and Policy, 196, 83–101. https://doi.org/10.7202/1078519ar

Maloney, K. (2020). The Effects of Class Size on Student

Achievement. Culminating Projects in Teacher Development.

https://repository.stcloudstate.edu/ed_etds/48/

Mosteller, F. (1995). The Tennessee Study of Class Size in the Early School Grades.

The Future of Children, 5(2), 113. https://doi.org/10.2307/1602360

Nakamura, Y., & Dev, S. (2022). Effects of Class-Size Reduction on Students’

Performance. Pertanika Journal of Social Sciences and Humanities, 30(2),

797–812. https://doi.org/10.47836/pjssh.30.2.20

Obiakor, M., Ijeoma, Oguejioffor, C., & Ngozi. (2020). African Journal of

Educational Management, Teaching and Entrepreneurship Studies

Impact of Classroom Size on Academic Performance of Secondary School

Students in Enugu North Local Government Area of Enugu State,

Nigeria. AJEMATES African Journal of Educational Management,

 Teaching and Entrepreneurship Studies, 1(1).

https://academicjournals.org/journal/AJEMATES/article-full-text-

pdf/765CF8966410

Owuor, N. A. (2018). Class Size and Student Achievement. UKH Journal of Social

Sciences, 2(1), 19–24. https://doi.org/10.25079/ukhjss.v2n1y2018.pp19-24

Paola et al., 2013. (PDF) Class size effects on student achievement:

heterogeneity across abilities and fields. (n.d.). ResearchGate.

https://www.researchgate.net/publication/228466543_Class_size_effects
_on_student_achievement_heterogeneity_across_abilities_and_fields

Wang, L., & Calvano, L. (2022). Class size, student behaviors and educational

outcomes. Organization Management Journal, 19(4), 126–142.

https://doi.org/10.1108/omj-01-2021-1139

Watson, K., Handala, B., Maher, M., & McGinty, E. (2013). Globalising the Class

Size Debate: Myths and Realities. Journal of International and

Comparative Education, 2(2), 72–85. https://doi.org/10.14425/00.50.26

Who Gains from Class Size Reduction? Another Look at Malaysia’s “Lost Boys

Phenomenon” in Student Achievement. (2022). Jurnal Ekonomi

Malaysia, 56(3). https://doi.org/10.17576/jem-2022-5603-07

APPENDIX
Classroom Setting.
Student 1 interview:

ME: Hi. Thank you for accepting this interview session with me. My name is

Shiva. I'm from Unirazak University. So part of my project paper. I need to do this

interview as I told you earlier. So thank you so much again. So let's start with the

interview session. Okay. Are you ready?

S1: Yeah, I'm ready.

ME: Okay. So what grade are you currently in?

S1: I am currently in form two.

ME: Okay. On average, how many students are in your class?

S1: On average, there are 32 students in my class.

ME: Oh, that's a huge class. Okay. So, Do you feel that you receive enough

individual attention from your teacher in your current class size? It doesn't

matter what is your answer, Yes or no? I just want you to elaborate on what you

feel.

S1: I feel that I receive enough individual attention from my teacher, Depends

on the class size. If in case it's smaller classes, it's easier to get personalized

attention because the teacher has more time for each student. When it

becomes larger classes, it can be harder to get individual help because the

teacher has more students to manage.

ME: Ah.. okay. So.. right, I understand. Okay. So how does class size actually

affect your ability to participate in your class discussion and or activities?

Actively.
S1: to participate in discussions and activities. In smaller classes, I feel more

comfortable speaking up and engaging with my classmates, whereas in larger

classes, it can be intimidating to speak up and I feel there is less opportunity to

participate equally.

ME: Okay, so you feel like a bit not comfortable being in large class?

S1: Yes.

ME: Okay, understand. So in your opinion, what is the ideal class size for

effective learning and engagement?

S1: Ideal classes? I think the ideal class size for effective learning maybe

around 15 to 20 students per class. Maybe this is size allows for more interaction

with the teacher and classmates, for more supportive learning environment.

ME: Okay, thank you. So do you feel better to understand the subject in smaller

class or larger class? Please explain.

S1: I understand the subject matter better in smaller classes because I feel

there's more opportunity for discussion, questions, personalized feedback from

the teacher.

ME: Okay, thank you.

And how does class size affect your interaction with your classmate? When it

comes to group activities.

S1: class size impacts my interactions with classmates. And in smaller classes,

it's easier to collaborate closely with classmates and contribute meaningfully to

group projects, whereas larger classes, I feel I can make it harder to

coordinate and communicate effectively within the group.

ME: Okay, thank you. So do you believe that smaller class size lead to better

academic performance and learning outcome? Like, you know, when you're

in smaller class, does it help you to achieve better?

S1: Yes. Smaller class sizes lead to better academic performance and learning

outcomes. Because students can receive more attention from the teacher and

participate more actively in class activities.

ME: Okay. Understand. Thank you for that. Have you experienced any

challenges in larger classes that you believe could be improved with a smaller

class size? Please specify.

S1: Yes, I've experienced that. I've experienced challenges like feeling

overlooked during lessons and struggling to get help when I need it. So these

issues could potentially be improved with smaller class sizes where teachers

can address individual students need more effectively.

ME: Okay, Thank you. That’s exactly what I am trying to say here. So, How does

class size impact your overall experience and enjoyment of school?

S1: Hmm.. I feel like, smaller classes tend to make me feel more engage,

supported and motivated to learn, but larger classes I feel sometimes

overwhelming and less personal.

ME: Okay, like you feel demotivated is it?

S1: Yes, I feel demotivated.

Me: Okay.

S1: When comes to larger classes

Me: Alright, understand. Do you have any other comments or observations

regarding the impact of class size on your learning experience?

S1: I feel class size plays a crucial role.

ME: Mmmhemm..

S1: So, while large class can offer diversity and broader perspective, but and

smaller classes provide a more neutral environment for learning and academic

growth.

ME: Ahmm.. alright. Thank you so much for participating today, ahm is there

anything else you want to comment?

S1. Ah.. no miss

ME: Alright, Thank you so much

S1: okay miss.

Student 2 interview:

Me: Hi, Thank you for agreeing for the interview today. So, let me introduce

myself. My name is Shiva and I'm a final semester student from Unirazak. In part

of my project paper, I need to actually do some interview questions to final my

finish up my questions, Research questions. So, shall we start?

S2: Yes

Me: Thank you. So, what grade are you currently in?

S2: Form 2

Me: Thank you, On average, how many students are in your class?

S2: 32 Students

Me: So, do you feel that you receive enough individual attention from your

teacher in your current class size? Why?

S2: I don't receive enough attention as the teacher is too busy answering the

questions from students.

Me: Oh, so other students, is it?

S2: Yes

Me: Okay, So how does class size affect your ability to participate in class

discussion and actively in activities?

S2: I feel shy to participate because too many students stop me from learning

actively.
Me: oh. Okay, So you mean that because there's too many students in your

class, you feel shy and you can't participate actively, is it?

S2: Yeah

Me: Okay, understand. Thank you so much. So, in your opinion, what is the

ideal class size for effective learning and engagement?

S2: I think 22 to 24 because the class is also not so big.

Me: Ah, okay. So you mean that your classroom is not so big. So you think only

22 to 24 students is just nice course.

S2: Ofcourse

Me: okay, thank you. I understand. So, Do you feel you better understand the

subject matter in smaller class or larger class? Please explain

S2: The smaller class will be better. Like for math and science, most of us need

support in big classes. We don't have time.

Me: Ah, okay. So you mean that like, especially for math and science, most of

us like, I know you all do need support, extra support, and because now your

class is too big, you don't have enough time, is it?

S2: Yes

Me: Ah, okay. Okay. Yeah, So the teacher don't have enough time for you.

Okay, understand.
Me: So how does class size affect your Interaction with classmates and group

work activities?

S2 : We all have these groups of friends and we stick to that. No one wants to

be with friends to be friends with others too.

Me: So you don't have a proper interaction with your classmates, is it?

S2: Yeah

Me: Okay, Also, you all have one gang like that, is it?

S2: Yeah

Me: Oh, okay. All right.Understand. Understand.

Me:Okay, So do you believe that smaller class size lead to better academic

performance and learning outcome? Please explain.

S2: Yes, When in small classes, we get more attention and we will have more

time in terms of discussion.

Me : Okay, understand. Thank you

Me : Have you experienced any challenges in larger class that you believe

could be improved with a smaller class size? If yes, you have to specify.

S2: In large class, we don't feel confident, but with less students, I think I will

speak up.

Me: So that means that for you, the challenges that you face is, like, in large

class, you don't feel confident.

S2: Yeah

Me: And you think that if the class is small, you won't feel shy, is it?

S2: Yeah

Me: okay, alright. Understand

Me : So how does class size impact your Overall experience and enjoyment of

school?

S2: I have no motivation sometimes because I'm not good at certain subjects.

ME: Aha, okay. So you think that because you are not good at certain subject

and you don’t feel like going to school is it?

S2: Yeah

Me: Okay, understand, understand. Okay so the last question. Do you have

any other comments or observations regarding the impact of class size on your

learning experience?

S2: I hope that we will have more classes and more teachers, so we wont have

large class anymore.

Me: You think.. U believe that having more classes and more teacher so you

don’t have to be in big size classes anymore is it?

S2: Yeah

Me: Alright, Alright. Understand.. understand.. Good. Thank you so much for

actually helping me in this interview session. I hope that soon you will have lots
of classes and lots of teachers so that you can concentrate. So , Good luck in

your future and thank you so much.

S2: Thank you

Student 3 interview:

ME: Hi, thank you for agreeing to attend the interview session today. So let me
introduce myself. My name is Shiva and I'm from Uni Razak. This is this interview is
a part of my research paper. So I need to gather some answers based on the
questions to complete my research. So shall we start the session?

S3: Yes.

ME: OK. All right. So what grade are you currently in?

S3: From 2.

ME: On average, how many students are in your class?

S3: Around 32, 33.

ME: OK, so do you feel that you received enough individual attention from your
teacher in your current class size?

S3: No.

ME: Why?

S3: Because teacher need to focus on a lot of students.

ME: OK, I understand. So how does class size affect your ability to participate in
class discussion and activities actively?

S3: When it comes to bigger group, it's for us to ask question. You'll feel a bit shy
because you know other people might say something, tease you.
ME: OK. OK. So less confident is it?

S3: Yes

ME: OK. So in your opinion, what is the ideal class size for effective learning and
engagement?

S3: Around 20 or below.

ME: OK, so why do you feel that this number will be better?

S3: The teacher will have enough time to focus on every students

ME: OK, understand, understand. Thank you. So do you feel better understand a
particular subject in smaller class or larger class?

S3: I never experienced smaller, but I think smaller will be better because larger
group is a bit difficult to focus.

ME: OK, so how does class size actually affect your interaction between your
classmates and also when you're doing group work activities?

S3: I mean smaller group, you'll get to know every individual more.

ME: Better.

S3: Better and group work can be really coordinate among us.
ME: Ah OK understand. Thank you. So do you believe that smaller class size lead
to better academic performance and learning outcome?

S3: Yes.

ME: Please explain on this. Can you elaborate a little bit? Why is it yes?

S3: As I told before, when you have a smaller class group, the teacher will be
able to actually focus on every student and the and any question that we can
be asked immediately because we don't feel shy when it's a smaller group.

ME: OK, Thank you. Thank you. So have you experienced any challenges in your
current class large class and that you believe could be improved with smaller
class size?

S3: Yeah, it's a bit difficult to understand because sometimes the teacher is might
be going a bit faster or and they don't know whether we have completed what
they told previously. So it's smaller teaching will be able to focus on every
student.

ME: OK, thank you. So how does class size impact your overall experience and
enjoyment of school? How do you feel?

S3: For for subjects that we are studying, I don't think we don't have enjoyment,
but it's a bit difficult to understand. But among the school students and all that,
yeah, it's fun.

ME: OK. So learning is tough, but with friends it's fun. Yeah, OK. Thank you. So do
you have any other comments or observation regarding the impact of class size
on your learning experience? I.
S3: Think smaller group as I mentioned previously, it will be easier for the teacher
to focus.

ME: All right. OK. So thank you so much for all this. This is our last question, so thank
you so much. Good luck for your future.

S3:Thank you.
Student 4 interview.

ME: Hi, thank you for agreeing to participate in this interview session. Let me
introduce myself first. My name is Shiva and I'm a final SEM student from
UniRazak and part of my research paper. I need to do this research question
interviews with the students. So shall we start the interview?

S4:Yes.

ME: Thank you. So currently, what grade are you in?

S4: I’m in Form 2

ME: Thank you. So on average, how many students are in your class?

S4: 32

ME: Thank you. So do you feel that you received enough individual attention
from your teacher in your current class size? And why is it so?

S4: I feel like I didn't get enough attention from the teacher because the some
of the teachers don't even know my name.

ME: Oh..(LAUGH) OK, interesting. Okay, so… NO.4 how does class size actually
affect your ability to participate in class discussions and activities actively?
S4: I feel like there are too many students so I feel shy to answer the question.

Me: OK, All right. OK. So there's too many people in the class. OK. So in your
opinion, what is the ideal class size for effective learning and engagement?

S4: I think probably around 15 to 20 students.

ME: OK, that's something everyone says that 15 to 20 is an ideal. Thank you. So
do you feel that you better understand a particular subject in smaller class or
larger class? Why is that So if your answer is yes, you have to explain why. If your
answer is no, then explain why.

S4: I feel like I can understand a particular subject in smaller classes because I
can fully focus on what the teacher is teaching and the teacher can give
attention to me.

ME: OK, so the questions and answers also will be easy, right?

S4: Yeah.

ME: OK. So how does class size affect your interaction with classmates and
when it comes to group work activities as well?
S4: Like in my school, my class is very big, so I can't like really mingle with
everyone. So I think I can mingle with everyone if the class is smaller.

ME: OK, So that will make your group activities easier as well.

S4: HMMM.

ME: OK, so do you feel that smaller class size actually lead to better academic
performance and learning outcome?

S4: Yeah, I do.

ME: OK. So why? Sorry.

S4: Sorry. When the class is smaller, I feel like the teacher will give the attention
we all need.

ME: Ah, OK, understand. Thank you. So have you experienced any challenges
in larger class size that you believe could be improved with a smaller class size.

S4: Like answering the question that the teacher asked you.

ME: OK. So that means that in larger classes you don't have the confidence,
you feel shy, but when it comes to smaller, you will have the confidence. Is that
what you mean?
S4: Yeah, Yeah.

ME: OK, Thank you. So how does class size impact your overall experience and
enjoyment of school?

S4: I love going to school because I have my own friend she goes, but I think
when the class is smaller I can like fully focus on what the teacher is teaching
and I can understand better.

ME: OK, So our last question, do you have any other comments or observation
regarding the impact of class size on your learning experience?

S4: My comment is to have small class size because I can get enough attention
from the teacher and I can have more time for discussion with my friends.

ME: All right. OK, Thank you. So thank you so much for again participating in this
interview. I, I wish you all the best. Thank you very much.

S4: Thank you.

Student 5 interview.

ME: Thank you for accepting the interview session with me. So let me introduce
myself. My name is Shiva and I'm from UniRazak and a part of my final semester
project. I need to complete this interview session. So shall we start the
interview?

S5: OK

ME: OK, so the first question is what grade are you currently in?

S5: Form 2?

ME: On average, how many students are in your class?

S5: ahhh …Total 32 in class.

ME: OK, so do you feel that you received enough individual attention from your
teacher in your current class?

S5: Ahhh… No.

ME: Why do you say so? Can you elaborate?

S5: Because the size of students inside my class is so big. Ahh For example,
there are a total of 32 students including myself. So…I… don't think that I got
enough attention from my teacher.

ME: OK, thank you. So how does class size affect your ability to participate in
class discussion and activities actively?
S5: Ahhhh…. Like I said earlier, the class size is big. So I feel that participation
during class discussion is not really because whatever that I want to answer,
the other classmates answered. So I don't really have the answer to be heard
by the teachers, not all the time, but this happens in regular basis.

ME: OK, So you saying you don't really get a chance?

S5: Yes.

ME: OK, So in your opinion what is the ideal class size for effective learning and
engagement?

S5: Ahhhh… I think half of the class size will be better. For example, I was saying
earlier, my class size is 32 and I think 16 will be ideal.

ME: mmmm 16?

S5: And, and, and I I think the teachers able to give us more attention.

ME: OK, all right, thank you. So do you feel you better understand a particular
subject in a smaller class or in larger class better? also can you please explain
and elaborate it for me?

S5: Of course, smaller because teacher will give us more attention. Like for
example, urmm… for teachers to cover the whole entire class, it takes longer
time by time our period is over. So we need to we need to actually ask the
question either break time or maybe the next class, which I usually tend to
forget.

ME: OK, so how does class size affect your interaction among your classmates
and also when come to group work activities?

S5: I say, I would say that interaction is not a problem because we interact
each other no matter how big is the class. But in terms of group work, I think
need to split to lot of groups. Sometimes our class will takes longer and for
example.. aaaaa…. if breaks to a four we need to have nine groups and I don't
think so the nine groups able to cover within that period.

ME: Do you believe that smaller class size lead to better academic
performance and learning outcome? Please explain.

S5: I think so Academy wise, I think got good attention will be better.

ME: If in a smaller class, is it?

S5: Ahhhh….Yes.

OK, thank you. So have you experienced any challenges in large class that you
believe could be improved with a smaller class size? Specify

S5: Any experience. I would say. For example our mathematic class, it's easy
to ask teacher if we are not sure right, (PAUSE) ahh this is a challenge. But if it is
smallest class size, it's easy. Teacher can teach us immediately.

ME: OK so in large class for example for math you'll have some difficulty but
when it comes to smaller class you will have much time with your teacher.
Understand

S5: Yes.

ME: So how does your class size impact your overall experience and enjoyment
of class?

S5: I think smaller the better and it's easier to interact among each other.

ME: OK, So do you like going to school?

S5: Yes, I always like to go school.

ME: All right. OK, that's good. So do you have any other commands or
observation regarding the impact of class size on your learning experience?

S5: No, I think I whatever I have answered is what I've going through day-to-
day.

ME: All right. OK. So thank you. So again, thank you for participating in the
interview. Have a good day and good luck for your future.

S5: Thank you.

LINK TO RECORDED INTERVIEW.

https://drive.google.com/drive/folders/1K7ZiDqs8RzOyChZH0eIfFriEOx2Rr9OS?u

sp=sharing