ABSTRACT
Large class size is one of the problems in the educational sector that developing nations have been grappling with. To aid education policymakers and curriculum planners solve such problem, the present study entitled “Aspects Being Affected by Large Class Size: A Senior High School Learners’ Perspective” was conducted. Purpose of this study was to find out the effects of large class size that lead to the identification of aspects being disturbed by such phenomenon. This study adopted Grounded Theory Design which incorporated distinctive coding procedures (i.e. open, axial, and selective coding) to determine significant themes that would address the statements of the problem. Respondents of the study were fifteen (15) Grade 12 SHS students under Humanities and Social Sciences (HUMSS) strand of Halapitan National High School of the academic year 2021-2022. Instrument utilized was face to face unstructured interview. After the initial coding process, forty-six (46) concepts were generated which Senior High School HUMSS students perceived as effects of having a large class size that directly affected them. Six (6) themes emerged after doing the axial coding. These six aspects were considered the aspects being affected by large class size set up. “Teaching and Learning Process” surfaced as the central theme after selective coding was done. This central theme was the perceived general aspect directly affected by large class size. A Conceptual Model of Gapas and Camagos’ Chained Aspects Being Affected by Large Class Size and How They Affect Teaching Learning Process in General was generated. In conclusion, teaching and learning process is negatively affected when six aspects such as teacher’s classroom management and teaching methodology, time efficiency, emotional stability, learners’ involvement to class lectures, quality of assessment, and classroom facility and instructional material sufficiency are disturbed by large class size educational set up.
Keywords: Large Class Size, Teaching-Learning Process, Grounded Theory, Coding
see PDF attachment for more information