" AN ANALYSIS ON THE EFFECTS OF INCREASING POPULATION OF THE

STUDENTS TO THE ACADEMIC PERFORMANCE OF SELECTED STUDENTS IN

BALAYAN SENIOR HIGHSCHOOL, ACADEMIC YEAR 2019-2020"

Researchers:

Alvarez, John Paul

Abulencia, Charellen

Cunanan, Camila

Lagus, Princess Diane

Maningat, Mhelizza Louise Kalel

 AN ANALYSIS ON THE EFFECTS OF INCREASING POPULATION OF THE
STUDENTS TO THE ACADEMIC PERFORMANCE OF SELECTED STUDENTS IN
BALAYAN SENIOR HIGHSCHOOL, ACADEMIC YEAR 2019-2020

CHAPTER I

RESEARCH PROBLEMS AND ITS BACKGROUND

Introduction

Balayan Senior High School is the only public school in Balayan, Batangas

that focuses to the implementation of the new curriculum guide in the Philippines.

The basic education curriculum in the Philippines was composed of 6 years

elementary, 4 years high school and 4years college. But year 2011 the ex-president

Benigno Noynoy Aquino, Jr signed the K to 12 Policy as the new frame of Philippine

Education. The new curriculum guide requires all Filipino students to have one year

of kindergarten, six years of elementary schooling (grades 1 to 6), four years of

junior high school (grades 7 to 10), and two years of senior high school (grades 11 to

12).

According to CIIT College of Arts and Technology (2015), the K to 12 policies

was implemented because, the Philippines was the only country in Asia with 10

years of basic education. The low scores of the students in National Achievement

Test (NAT) and in International Math and Science Study (TIMMS), reflects the

current quality of education in the country. Another is, the basic education curriculum
has too many non-practical subjects based from the study of Seameo Innotech

(2010). In addition to, students from old curriculum graduated less than eighteen (18)

years old which is younger than to the age prescribed by the government.

Philippines also not received global recognition in education requirements set by

some international accreditation agreement. These reasons can best explain why the

Philippines made a decision to switch to K to 12 Curriculum.

CIIT College of Arts and Technology (2015) added that one of the best things

about K to 12 scheme, is it offers opportunities for students to learn about modern

yet rarely tapped fields of specialization. However, it is also mentioned together with

the good opportunities, are the unnecessary situations in the process. There has

been lack of needs to support the curriculum and effects like the increasing

population of students in schools. The increasing population may affect the student’s

performances in academics or in extracurricular activities.

The researchers have conducted the study to know the situations behind the

increasing population of students and to know if the Philippine government have the

full support to the new curriculum, the K to 12 Policy that is signed for a higher state

of economy of the country.

Conceptual Framework

Figure 1.
INCREASING
POPULATION OF
THE STUDENTS

Academic
POSITIVE Performance of NEGATIVE
Selected Senior EFFECTS
EFFECTS
High School
Students

The figure above shows the relationships of the variables to one another. It is

perceived that the independent variable which is the increasing number of students

have significant effects to the dependent variable which is the academic

performance of the students. The increasing number of students may bring positive

and negative effects to the study of the students.

Statement of the Problems

The researchers of this study aim to determine the effects of increasing

population of the students to the academic performance of the students.

Thus, this research seeks to answer the following:

 1. What are the reasons for a rapid growth of students in Balayan Senior High

School as perceived by the respondents?

2. What are the positive effects of increasing number of students to the

academic performance of the respondents?

3. What are the negative effects of increasing number of students to the

academic performance of the respondents?

4. Is there any significant relationship between the increasing number of

students to their academic performance?

5. What are the plan of actions do the school administrations are doing to lessen

the negative effects of increasing number of students to the academic

performance of the students?

Statement of Hypothesis

Alternative Hypothesis. The increasing population has significant effects to

the academic performance of selected senior high school students of Balayan Senior

High School.

Null Hypothesis. The increasing population has no significant effects to the

academic performance of selected senior high school students of Balayan Senior

High School.
Scope and Delimitation

These study research focused on the effects of increasing population to the

academic performance of selected senior high school students school of Balayan

Senior High School. The study will mainly identify and assess effects of increasing

number of students to the academic performance of the respondents.

This study will not discuss the effects of the increasing population to the other

areas of education such as the health, conduciveness of the classroom, availability

of learning materials of the senior high school students of Balayan Senior High

School.

Significance of the Study

The study will be of immense benefit to students, teachers, educational

planners, parents, government and at large future researchers.

For the students. This research will help the students to know the effects of

increasing population to their academic performance and is there really relationships

between the increasing population and academic performance of the students.

To the teachers. This research will help the teachers to know the different effects of

increasing number of students as well as the things that a teacher can perform to

lessen the negative effects of such variable.

To the parents. The research will be a guiding tool in line with the increasing

number of students and academic performance.

To the school administration. This study will help the school admin to know the

plan of actions to perform to lessen the negative effects of increasing number of

students to the academic performance of the students.

To future researchers. The research will help the future students and researchers

as the study will serve as a reference material, the study will also contribute to the

growth of the society as if will produce qualified citizens.

 CHAPTER II

REVIEW OF RELATED LITERATURE

The chapter discusses a brief history of K to 12 and the status of K to 12

Program in the Philippines and other countries. The chapter also examined the

effects of increasing population to the academic performance of the students.

The Impact of Class Size on the Performance of University Students by Oriana

Bandiera, Valentino Larcinese, Imran Rasul (2010)

The effect of increasing class size in tertiary education is not well understood.

This column estimates the effects of class size on students’ exam performance by

comparing the same student’s performance to her own performance in courses with

small and large class sizes. Going from the average class of 56 to a class size of 89

would decrease the mark by 9% of the observed variation in marks within a given

student. The effect is almost four times larger for students in the top 10%.

The organization of university education is increasingly in the spotlight, both in

academic and policy circles. Recent research has stressed the importance of higher

education in providing positive externalities within firms (Moretti 2004), within local

labor markets (Glaeser et al. 1992), and in fostering economy wide growth

(Aghion et al. 2007). Concurrently, most OECD countries have adopted policies that

have led to dramatic increases in university enrolment during the last decade. The

average annual increase in university enrolment in OECD countries during the period
1995-2005 was above 4%. In the UK, this growth has occurred at both the

undergraduate and graduate level, as shown in Figure 1, and across a wide range of

universities. The UK is actually at the low end of enrolment growth within the OECD.

Between 1998 and 2005, the US experienced a 30% increase in student enrolment,

for example.

Figure 1. Aggregate UK enrolment in higher education (1995=100)

Such breathtaking increases in enrolment inevitably lead to university

students facing larger class sizes. The effect of increasing class size in tertiary

education is not well understood.

 The established literature on class size effects in primary and secondary

schools provides useful guidance (Krueger 1999, Angrist and Lavy

1999, Hoxby 2000), in universities the range of class sizes is typically larger than at

other tiers of the education system, and different mechanisms driving class size

effects might operate. Although tertiary education may involve more self-learning

than primary or secondary education, class size remains solidly at the top of the

policy agenda and concerns of both faculty and students.

Identifying Class-Size Effects from Within-Student Variation

To address this policy question, we estimate the impact of class size on the

final exam marks of graduate students in a leading UK university between 1999 and

2004 (Bandiera et al. 2010). As we observe the same student being exposed to very

different class sizes, we estimate the effects of class size on students’ exam

performance by comparing the same student’s performance to her own performance

in courses with small and large class sizes. It is important to stress that, on average,

most of the variation in marks is due to fixed students’ characteristics and not

university inputs. On average the performance of a given students only varies by

around 7% of the average mark across her courses. We shed light on how much of

this within-student difference is attributable to differing class sizes the student faces.

The effect of class size on students’ performance is – as expected – negative;

students do worse in big classes. Namely, a given student receives lower marks in

courses with larger classes, everything else equal.

 To get a sense of the magnitude of this effect, our estimates imply that a one

standard deviation increase in class size from the mean (that is going from the

average class of 56 to a class size of 89) would decrease the mark by 9% of the

observed variation in marks within a given student. These estimates, however, mask

two important forms of heterogeneity: (i) the impact of class size varies across the

range of class sizes; (ii) the effect of class size varies across students.

On the first form of heterogeneity, the negative effect of class size on student

exam performance is large and negative only in the smallest and the largest classes.

There is no class size effect across a wide range of intermediate class sizes. The

magnitudes imply that moving the average student from a class of 10 to a class of 25

leads to a drop in exam performance of around 12.5% of within-student standard

deviation. Increasing the class size from 25 to 45 determines a further 12.5% drop.

In contrast, there is no impact in a wide intermediate range, while moving from 80 to

150 determines a further drop of 25% in the within-student standard deviation. If

moved from a very small class (of size 10) to a very large class (of size 150), the

average student can be expected to suffer a loss corresponding to about 50% of the

overall variation in exam marks the average student experiences across all of her

courses.

The second form of heterogeneity concerns students’ ability. Students at the

top of the mark distribution are those most affected by class size. The effect is
almost four times larger for students in the top 10% of the distribution of exam marks

than for students at the bottom 10%, and about 50% larger than the average student.

This heterogeneity is most apparent in the largest classes and virtually non-existent

for a range of intermediate class sizes. This implies the highest-ability students

would benefit the most, in terms of academic achievement, from any reduction in

class sizes, when class sizes are initially very large.

To shed light on the underlying mechanisms for the class-size effect, our

analysis uses information on teachers' assignments to classes and on students'

characteristics. We find no evidence that departments purposefully assign faculty of

differing quality to different class sizes, and we find no evidence that faculty

members alter their behavior when exposed to different class sizes. It appears that

the preparation and delivery of lectures is independent of the number of students

taught.

On student characteristics, the class-size effect does not vary with proxies for

students' wealth. Hence if larger classes resulted in lower grades because students

had more limited access to library books or computer laboratories, the effect should

have been smaller for students who can purchase these inputs privately. Moreover,

the class-size effect does not vary with student's familiarity with this particular

university as an undergraduate or with the UK system generally. This casts doubts

on the relevance of mechanisms that work through the information students have,
such as their awareness of other local resources (for example other libraries in the

area), or their knowledge of the characteristics of faculty, courses, or departments.

Discussion and Policy Implications

Against a backdrop of rapidly increasing enrolment rates in tertiary education,

our analysis has important policy implications. Class size matters for student

performance and particularly for the ablest students.

However, reducing class size is not always an effective strategy and is

certainly not effective for all students in the same way. Reducing the size of very

large modules (above 100) could be a cost-effective way to improve students’

performance. For modules in the range 30-100 reducing class size could be a rather

ineffective strategy, while for classes below 30 it could be a valid but not necessarily

cost-effective strategy. Attention should be devoted to other inputs in such cases,

and more refined and cost-effective solutions than pure number counting should be

identified. To this end, it is important to have a better understanding of the

mechanisms that link class size and performance.

Although student-to-staff ratio is a commonly used indicator of quality both in

national and international comparisons, this might be a noisy measure of quality over

this intermediate range of class sizes.4 Given the mechanisms our data rule outs,

there appear to be at least two ways that larger classes reduce students'

performance. First, changes in student behavior such as their attentiveness or

participation. Second, reduced resource availability, such as library books or faculty

time during office hours.

As the best students are the most affected, that could imply that large classes

induce a reduction in tutoring activity rather than a substantial deterioration in

classroom conditions. It is reasonable to expect that the best students are able to

compensate classroom deterioration at least as well as other students. However, the

best students are also those that benefit the most (in terms of both learning and

motivation) from contact with teachers. They, therefore, suffer the most in terms of

reduced performance when such contacts or tailored feedback is less frequent.

Effects of School Size: A Review of the Literature with Recommendations by

Slate and Jones (2010)

For many years’ school consolidation was a popular approach to school

reform among many legislators and school board members (Walberg, 1992), but

enthusiasm for consolidation seemed to be waning in the 1980s (Guthrie & Reed,

1986). Current economic pressures on state governments, however, appear to be

reviving interest in school consolidation. For example, the governor of Arkansas

recently proposed an extensive reform plan that would reduce the number of school

districts in the state from 310 to between 107 and 116 (Blomeley, 2003). In addition,

rising enrollments are projected for the early part of this century (National Center for

Educational Statistics, 1998) which should continue to strain educational budget and,
thereby, create increased pressure toward consolidation as states seek greater

economic efficiency. Proponents of school consolidation have based their

recommendations on two major claims: greater economic efficiency and increased

curricular offerings (Fox, 1981; Walberg, 1992). In spite of the face validity of school

consolidation as a solution for educational problems, the research on school size

indicates that the economic and curricular advantages of large schools are often

exaggerated and that a variety of factors influence the relationship between school

size and students’ academic achievement. Thus, educational decision-makers need

to develop reform plans based upon a balanced consideration of all the important

factors related to school size. In this paper, we provide an overview of the most

important research on school size and a list of recommendations to help both

researchers and local school officials in their consideration of this issue.

The effects of school size must be based on the preponderance of the

evidence, rather than on the basis of definitive studies. This approach to decision-

making is based on the assumption that the strengths of some studies will ultimately

compensate for the weaknesses in other studies and vice versa. As a result, our

purpose in writing this paper is not to perform a critical analysis of individual studies.

Rather, our purpose is to identify the general trends and concerns in the current

literature on school size that are relevant to educational decision-making. The

second caveat is that school size per se is not a direct causal factor affecting school

quality. Rather, school size is indirectly related to academic outcomes through its
relationship to a variety of other variables. As a result, the relationship between

school size and various indicators of school size is likely to be very complex.

Unfortunately, sophisticated studies addressing complex relationship are currently

lacking in the literature. Academic decision makers, therefore, must guard against

making simple decisions based upon studies relating only one, or a few, mediating

variables to a limited number of outcome measures. Appropriate decisions must

involve complex consideration of all relevant variables and with awareness of Monk

and Haller’s (1993) caveat that size affects different schools in different ways.

The Effects of Class Size on Student Academic Performance by Pascal

Ngoboka and Brian Schultz (2014) University of Wisconsin

The effects of class size on students’ performance has been researched in

various fields and the results of this research show mixed effects of class size on

students’ performance. McKeachie (1990) has summarized the theory of the effects

of class size on learning, focusing on how instructors and students behave differently

in large and small classes. It is noted that discussion time becomes fragmented

among students in large classes and instructors may rely on passive lecturing,

assign less written homework or fewer problem sets, and may not require written

papers. In addition, instructors may find it difficult to know each student personally

and tailor pedagogy to individual student needs in a large class.

 McKeachie’s (1990) survey of the education literature, however, suggests

that learning is not affected much by class size largely because instructors do not

adjust their teaching methods to class size. However, Hancock (1996) has indicated

that while strong conventional wisdom indicates that class size affects students’

learning, most of the earlier studies were not conducted in higher education and

report little more that surveyed impressions, thus offering little empirical evidence.

Siegfried and Kennedy (1995), in a study involving 178 classes taught by 121

different instructors at 49 different colleges and universities, found no evidence that

teaching strategies employed by introductory economics instructors depended on

class size. Students’ responses to a survey also suggest that the effectiveness of

various pedagogies may not differ much between large and small classes. Several

other related studies have tended to put more emphasis on the various predictors of

student learning or achievement.

Siegfried and Walstad (1990) found that study effort, age of a student, and a

good match between student’s learning style and instructor’s teaching style have

positive influences on student’s performance. Hancock (1996) in a study involving

nine sections of a college statistics course (6 'normal' sections and 3 'mega sections'

averaging 118 students) found no evidence that grade distribution was affected by

class size, supporting the hypothesis that achievement was independent of class

size.
 Hill (1998) investigated the effect of large sections (120 students) on student

performance in an Accounting course and found that the size of the class did not

have a significant effect on student performance. Contrary to expectations, the large

class outperformed the small classes when controlling for attendance and university

GPA. Hill concluded that large class size may be more of an expectations issue

rather than a performance issue, since students reported that they felt the class size

was too large.

Papo (1999) found that the size of the class taught does not have an impact

on teaching effectiveness and the selection of teaching strategies by instructors. He

concluded that teaching in large classes is not seen or perceived as a problem by

students since the teaching and learning success may depend, in part, on what is

taught. What the optimal size of class is for a particular course and teaching task

remains a problem for continued research.

Okpala, et al. (2000) used the concept of the 'education production function' to

analyze the effects of students' study habits and academic effort on students'

performance in a Principles of Macroeconomics course. It was found that academic

effort and study habits were significant in explaining academic achievement in four

different sections of the course taught by the same instructor. Skoro and Payne

(1993) investigated whether assigning problem sets in economic principles courses

increased learning and found no evidence that numerous short problem-set

assignments had a direct effect on learning in a college economics course. However,

the authors found a strong positive effect for class attendance in the experimental

group.

In an earlier study, Siegfried and Fels (1979) found that a student’s general

aptitude is the most important determinant of learning and that socioeconomic

background, prior economic courses, mathematical preparation, class size,

textbooks and study effort did not seem to matter very much. Tay and Kennedy

(1994), in a study involving large lecture classes, found that prior economics

courses, gender, age, ethnic background, and being well prepared for classes

significantly affected performance. Durden and Ellis (1995) found that attendance did

not matter for academic achievement in a Principles of Economics course unless a

student had missed four (or more) classes during the semester. The results also

show no gender-related differences in student performance. Henbry (1997)

examined class schedule as a variable in student performance in a financial

management course and found that students had a better chance of passing the

course when a class was scheduled to meet more than once a week.

Other Important Variables Related to School Size and Its Effects to Students

Academic Performance

Although economies of scale and curricular diversity are the most commonly

cited justifications for school consolidation, school size can be expected to affect a
number of other variables that are related, directly or indirectly, to school

effectiveness. Research has addressed a number of these variables including

teacher quality, dropout rates, daily school attendance, teacher and student morale,

discipline problems, student participation in voluntary activities, and parent

involvement.

School Size and Teacher Quality

With regard to teacher quality, Jackson (1966) found that larger schools had

more highly qualified teachers than did smaller schools, and that some small schools

did not provide all teachers with planning periods. In a study of schools in Georgia,

Pethel (1978) found that small schools had fewer teachers with a Master’s degree,

fewer special education teachers, and more teachers teaching out of their certified

fields than did large schools. Thus, large schools appear to have a clear advantage

in terms of teacher qualifications. School Size and Dropout Rates Cotton (1996)

reviewed ten studies of the relationship between school size and dropout rates.

Small schools had lower dropout rates in nine of the ten studies with no difference

found in the other study. Another review of the literature by Gladden (1998) also

found that students were more likely to graduate from small schools than from large

schools. The difference between large and small schools was quantified by Pittman

and Haughwout (1987) who studied the connection between dropout rate and school

size in 744 public high schools. In schools with a graduating class size of fewer than
667 students, the average dropout rate was 6.4%. On the other hand, in the schools

with a graduating class size of greater than 2091 students, the dropout rate

averaged 12.1%, or nearly double than of the smaller schools. In high schools with

graduating classes between these two sizes, dropout rates increased as school size

increased. Thus, one unintended outcome of consolidation may be an increase in

dropouts.

Daily School Attendance

The relationship of school size to daily attendance is important because

attendance has been linked to a number of important school outcomes. For example,

Carruthers (1993) linked better attendance to increased participation in school

activities, increased academic achievement, and increased graduation rates.

Barrington and Hendricks (1989) also found that decreased school attendance was

related to an increased probability of dropping out. In addition, low attendance has

been linked to increased disciplinary problems (Crone, Glascock, Franklin, &

Kochan, 1993; Frederick & Walberg, 1980).

Researchers have consistently found that daily school attendance rates are

higher in small schools than in large schools (Cotton, 1996; Fetler, 1989, 1997;

Fowler, 1995; Fowler & Walberg, 1991; Gregory & Smith, 1987; Howley, 1994;

Jewell, 1989; Lindsay, 1982; Viadero, 1998). Lindsay (1982) determined that this

effect of school size on attendance was independent of both school location and
students’ academic ability. Thus, lower daily attendance may also be an unintended

effect of school consolidation.

Teacher and Student Morale

Major reviews of the school size literature have found that both teacher

satisfaction and student satisfaction tend to be lower in large schools (Cotton, 1996;

Goodlad (1984); Swanson, 1988). Lowered morale may result from the fact that

increased school size has a negative effect on school climate (Brookover, Beady,

Flood, Schweitzer, & Wisenbaker, 1979; Gregory & Smith, 1987; Schneider, 1980

Stolp & Smith, 1995). For example, students and teachers in small schools were

characterized as being more personable and caring than were their counterpart in

large schools.

Fowler & Walberg (1991) reported that increased school size also negatively

affects students’ ability to identify with their school. Meier (1996) found that in large

schools of over 400 students about 30% of the students feel a sense of belonging

whereas in small schools about 70% feel a sense of belonging. This increased sense

of belonging occurred in small schools because (a) people in small schools are more

likely to know and respect each other, (b) the anonymity of large school increases

anger and physical violence, and (c) small schools were less intimidating for parents.

Similarly, Wynne and Walberg (1995, p. 531) noted that established relationships are
“more intense and enduring” at smaller schools than at larger schools. In addition,

Edington and Gardener (1984) found higher degree of cooperation among teachers

and students in small schools than in large schools. in their study. The lack of

personal satisfaction and connectedness experienced by students and teachers in

large schools has been a major component of the schools-within-school movement

(Cotton, 1996; Walberg, 1992).

Discipline Problems

In a study of schools undergoing consolidation, Haller (1992) found fewer

disciplinary problems in rural schools that had an average size of 443 students when

compared to urban and suburban schools that had an average size of 1200

students. As these rural schools were increased in size through consolidation,

discipline problems increased correspondingly.

Stockard and Mayberry (1992) reviewed the literature on school size and

discipline problems and concluded that the increase in behavior problems in larger

schools was sufficient to nullify any benefits that might accrue from having larger

schools. Although increased disciplinary problems in large schools is a problem in

and of itself, such increases also tend to produce negative changes in

administrators’ behavior. That is, Gregory (1992) found that the control of student

behavior becomes a primary concern of administrators in large schools. As a result,

school policy tends to become restrictive and disciplinary actions highly punitive
(Meier, 1996). These types of policies and practices have been associated with

above average dropout rates (Damico & Roth, 1993). Thus, the higher dropout rates

already noted for large schools is probably caused in part by the administrative

efforts to maintain control over the expanded student population.

Student Participation in Voluntary Activities

In their seminal study of school size, Barker and Gump (1964) found greater

participation in small schools than in large schools. They argued that large schools

were overmanned (sic) in that there are far too many students for the limited number

of positions available. For example, athletic teams tend to be limited to a certain

number of players regardless of school size and excess students are typically cut

from the team. Thus, many students in large schools are reduced to spectator roles

at best. Small schools, on the other hand, are undermanned (sic). That is, there are

more positions than there are students to fill them so there is at least one place for

every student who wants one. As a result, students in small schools are more likely

to be involved in student activities, have a greater sense of belonging, and are less

likely to drop out than are students in large schools.

This effect of school size has been replicated a number of times (Finn, 1998;

Holland and Andre, 1994; Lindsay, 1982; Schoggen & Schoggen, 1988; Sergiovanni,

1995; Stevens & Peltier, 1994). Parent Involvement. Parental involvement in the

schools is generally considered to increase the effectiveness of the educational

process. For example, Berlin and Cienkus (1989) argued that education is more

productive when parents, students, and teachers are bonded in their educational

goals. Research has supported this conclusion. For example, Thomas (1987)

identified strong parent teacher relations as being positively correlated with students’

achievement scores.

Researchers have found that parental involvement tends to be greater in

smaller schools than in larger schools (Meier, 1996; Walberg, 1992). Walberg (1992)

argued that small schools tend to have greater physical and psychological proximity

to students’ homes than do larger schools, and that such proximity increases

parental involvement because parents feel more comfortable approaching a smaller

school. Meier (1996) took a similar approach arguing that a culture of respect

between parents, students, and teachers was necessary for parental involvement.

This culture comes from parents and teachers knowing each other personally, and

is, therefore, more likely to develop in smaller schools. In support of this explanation,

Green and Barnes (1993) reported that administrators in small schools relied more

heavily on verbal communications and held more conferences with parents than

administrators in large schools.

Reasons for Increasing Number of Students in School

According to Seminole (2016), there are several reasons why the population

of one’s school rapidly. He enumerated the following:

Leadership. The vision, drive and personality of the leadership (primarily the

head of school) will affect the enrollment. Bennis and Nanus (2014), leadership

gurus, believe that “leadership is the pivotal force behind successful organizations”

(Leaders: Strategies for Taking Charge). The same is true in a private school.

Quality School Experience. One of the most important factors in school

growth is the overall quality of the experience. Parents are investing significant

resources to provide the very best education for their child and because of this, they

expect the best. A high quality experience must be integrated throughout your school

in order to grow your enrollment.

Vision and School Improvement. Whether it’s the addition of a new iPad

one-to-one initiative or the construction of a state-of-the-art athletic complex, vision

and school improvement in strategic areas can have an impact on enrollment

growth.

Faculty and Staff. Faculty and staff should be the primary connection that a

family makes with your school. These educators will be the ones to teach and

mentor students. When they deliver a high quality educational experience and

personally connect with the students in a positive way, this experience will impact

enrollment.
 Parent Satisfaction. When parents are satisfied, there are at least two

primary results that affect enrollment. First, satisfied parents will lead to strong

retention. A strong retention rate obviously leads to increased enrollment. Secondly,

satisfied parents will tell their friends about your school. This is positive word-of-

mouth working in your favor. You won’t be able to grow your school without parent

satisfaction and positive word-of-mouth.

Reputation. The experiences of parents, students, graduates, faculty, staff,

and donors will fuel word-of-mouth, whether positive or negative, in your community.

In turn, this will create the reputation, and word out on the street, about your school.

This general buzz and reputation in the community will affect enrollment.

Demographics, Location and Price. Your local community demographics,

the location of your school and the tuition price will have a significant impact on

enrollment. Can the families in your community afford the tuition price of your

school? Are there families in your community that support the idea of a private

school for their children? When looking at ways to grow your school it is important to

consider your demographics, location and price. Unless you move your school to

another community, you can really only deal with the issue of price. Because of

concerns with the economy and increased tuition rates in private schools, it is critical

to examine your pricing strategy in light of future sustainability.

Competition. One of the issues facing private schools today is the increased

competition from other schools. Private schools face a very competitive market.
Besides competition with other private schools, public schools are working to

increase quality by providing specialized, magnet and I.B. opportunities. In addition,

charter schools are providing a free “private school” experience. This creates

competition and school shopping from our limited demographic pool in our

community.

Marketing and Enrollment Plan/Strategies. It makes sense that every

school desiring enrollment growth should have a marketing and enrollment plan.

However, many schools I have come in contact with do not have a plan. With an

intentional marketing and enrollment plan, you will be able to implement specific

strategies that will impact your school’s growth.

 Chapter III

Research methods and procedures

The chapter discusses about the identification of the method that is used in

the research, the setting or place where the survey is taken, the type of research, the

respondent of the study using a table, population and sampling data gathering and

the statistical data.

Research Method and Locale

The type of research that is used is quantitative research. According to

Copland (2017) Quantitative research is a method used in the area of sociology. The

analysis of this approach should be carried out in the following ways. To write a

sample of quantitative research paper, first of all it is important to conduct a literature

review. For the research method, the researchers describe systematically the facts

and characteristics of a given population or area of interest, factually and accurately,

therefore the method is descriptive method, accumulating a data base to describe a

situation, event or entity. The survey is taken of the related students of Balayan

Senior High School at Caloocan Batangas with the permission of the head of the

school on the academic year of 2017-2018.

Respondents of the study

The Table shows the information about the respondent of the study from Balayan

Senior High school different strands.

Table 1.

Gender

Grade and strand Age Male Female Total

12 ABM 16-19 6 6 12

12 STEM 16-19 6 6 12

12 HUMSS 16-19 6 6 12

12 TECH VOC 16-19 6 6 12

Total Respondents 48

Population Sampling

Supposed to be the researchers will use Quota Sampling but because the

researchers surveyed before Intramurals the availability of the students are limited.

Therefore, the researchers of the study used non-probability sampling technique

which is Convenience sampling. With convenience sampling technique, the samples

are selected because they are accessible to the researchers. Subjects are chosen

simply because they are easy to recruit. The technique is considered as the easiest,

cheapest and least time consuming.

Data and Gathering

The researchers brainstorm to decide which technique to use for gathering

the data of the selected respondents from Balayan Senior High School students

which came up to Convenience Sampling technique where the researchers chose a

respondents who is only available. While the questionnaire is specifically made for

the grade12 Accountancy and Business Management (ABM), Science, Technology,

Engineering and Mathematics (STEM), Humanities and Social Sciences (HUMSS),

and Technical Vocational Livelihood (TVL) students, aged 16-19 years old giving the

researchers a 64 respondents from Balayan Senior High School. The researchers

chose convenience sampling for fast and manageable time to conduct and perform

the survey; the questionnaire is distributed and gathered for a day. The content

validity by examining factor structure from a factor analysis of survey data the type of

validity is concerned with conclusions and results drawn from statistical analysis

procedures.
Research Instrument

The research instrument either questionnaire, test, interview, observation

schedule or rating scale must be described on how it is being designed and used by

the researcher. Each part of the instrument must be clearly stated and discussed

according to Bueno 2016.

The researchers used questionnaires to perform the survey and the agree

and disagree type of questions. The technique used by the researchers is Quasi

Sampling Technique to ensures the equality and proportionate the representation of

subjects.

Statistical Data

The general purpose of statistical analysis is to provide meaning to what

otherwise would be a collection of numbers or values. The methods used were the

following:

1. Convenience Sampling (a non-probability sampling)

2. Systematic Random Sampling

N
K=
n
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The chapter shows the presentation of data using the tables, analysis and the

interpretation of data gathered by the researchers after performing the survey.

Table 1. Reasons of a Rapid Growth of the Students

Strongly Agree Disagree Strongly Weighted Verbal Rank

The Reasons of a Agree 3 2 Disagree Mean Interpretation
Rapid Growth of the 4 1
Students
1. Convenience in 30 30 1 3 3.36 Strongly 8
class schedules. Agree
2. Competitive-ness 28 24 7 5 3.17 Strongly 10
of the teachers Agree
and staff.
3. Conducive and 47 15 1 1 3.69 Strongly 2
good learning Agree
environment.
4. No tuition fee and 45 14 3 2 3.60 Strongly 4
affordable Agree
miscellaneous
fees.
5. Good quality 50 14 0 0 3.78 Strongly 1
school Agree
experiences.
6. Scholarship 39 16 8 1 3.45 Strongly 6
insurance for Agree
college
7. Schools 45 17 2 0 3.67 Strongly 3
disciplinary act to Agree
students
8. High parents’ 41 19 3 1 3.56 Strongly 5
satisfaction. Agree
9. Good 22 34 6 2 3.19 Strongly 9
demographics Agree
and locations.
10. Good marketing 31 28 3 2 3.38 Strongly 7
and Enrollment Agree
Plan/Strategies
Average Weighted 3.49 Strongly
Mean Agree
 The table shows the reasons of a rapid growth of the students surveyed at

Balayan Senior High school. And it seems that having the competitiveness of the

teachers and staff have the least weighted mean of 3.17 and verbal interpretation of

Strongly Agree. 28 out of 64 students of Balayan Senior High school believed that

the competitiveness of the teachers and staff is the least reason of a rapid growth of

the students. The next reason is the ninth statement with the weighted mean of 3.19

and verbal interpretation of Strongly Agree, marked as second least reason of a

rapid growth of the students.

Moreover, convenience in class schedule is the eighth reason of a rapid

growth of the students, this was strongly agreed by 30 students out of 64 with the

weighted mean of 3.36 and verbal interpretation of Strongly Agree. While good

marketing and enrollment plan or strategies is the seventh reason of the growing

population of students enrollment, having a weighted mean of 3.38 and verbal

interpretation of Strongly Agree, 31 out of 64 students strongly agreed to this. Next

reason is, the sixth statement with 3.45 weighted mean and verbal interpretation of

Strongly Agree. 39 students out of 64 believed that choosing to enroll in Balayan

Senior High school might help them for scholarship insurances that improved the

students’ academic performance which satisfies the parents for least finance.

Speaking of parent’s satisfaction, it is the next reason ranking fifth on the table and

having a weighted mean of 3.56 and verbal interpretation of Strongly Agree which 41
out of 64 students believed that the satisfaction of the parents affects the rapid

growth of the students. However, statement number four listed on the table ranked

as fourth to the reasons of a rapid growth of the students. This implies that affordable

tuition fee affects the growth of the students which was strongly agreed by 45 out of

64 students. With the weighted mean of 3.60 and verbal interpretation of Strongly

Agree.

However, it makes students confident to answer questions got third spot on

the reasons of the rapid growth of the students with the weighted mean of 3.67 and

verbal interpretation of Strongly Agree. 45 out of 64 respondents believed that

schools disciplinary act to students increased the number of enrollment in the school.

Conversely, 47 out of 64 students ranked indicator number three as the second top

most reason of a rapid growth of the students. With the weighted mean of 3.69 and

verbal interpretation of Strongly Agree, which shows that conducive and good

learning environment for the students makes better learning for improving of their

academic performance. Among the nine statements listed for the reasons of the

rapid growth of the students on the table above, it was, the good quality school

experiences that had 50 out of 64 students who strongly agreed that it is the number

one reason of the rapid growth of the students in the school. With 3.78 weighted

mean and verbal interpretation of Strongly Agree.

 Overall, the reasons of the rapid growth of the students got the average

weighted mean of 3.49 and verbal interpretation of Strongly Agree. This shows that

all presented indicators above were evidently observable on the growth of the

students enrollment.
Table 2. Positive Effects of Increasing Population to the Academic
Performance of the Students

Positive Effects Of Strongly Agree Disagree Strongly Weighted Verbal Rank

Agree 3 2 Disagree Mean Interpretati
Increasing Population To
4 1 on
The Academic
Performance Of The
Students
1. Students become 28 32 2 2 3.34 Strongly 6
more competitive and Agree
efficient.
2. Students strive to 46 16 1 1 3.67 Strongly 1
develop skills, talents Agree
and creativity.
3. It allows the students 41 23 0 0 3.64 Strongly 3
to meet diverse Agree
students with different
background,
knowledge and
perceptions that
would broaden
students’ academic
performance.
4. It arouses the interest 37 26 0 1 3.55 Strongly 4
of the students to be Agree
motivated to learn
and do school
activities.
5. It encourages the 41 18 3 2 3.53 Strongly 5.5
students to cooperate Agree
in different academic
activities.
6. It shows students’ 39 22 1 2 3.53 Strongly 5.5
eagerness to learn Agree
new lessons every
day.
7. It boosts the 45 17 1 1 3.66 Strongly 2
confidence of the Agree
students to learn.
Average Weighted Mean 3.56 Strongly
Agree
 The table shows the positive effects of increasing population to the academic

performance of the students. Looking at the table above, the first given statement got

the least weighted mean of 3.34 and verbal interpretation of Strongly Agree. It seems

that 28 out of 64 students believed that students become more competitive and

efficient in their academic performance. It got the most least rank in positive effects

of increasing population to the academic performance of the students. While the next

rank tied at the weighted mean of 3.53 and both got verbal interpretation of Strongly

Agree. It looks like the respondents believed that increasing population encourages

the students to cooperate in different academic activities and that it shows the

students eagerness to learn new lessons every day.

Moving on, statement number four is given 37 out of 64 strongly agreed

respondents with the weighted mean of 3.55 and also a verbal interpretation of

Strongly Agree. It means that increasing population affects the academic

performance of the students for it arouses their interest to be motivated to learn and

do school activities.

Next on the list, is the third statement having third place on the ranking with

3.64 weighted mean and verbal interpretation of Strongly Agree. 41 out of 64

respondents strongly agreed that positive effects of increasing population allow the

students to meet diverse students with different background, knowledge and

perceptions that would broaden students’ academic performance. However, the

second top most positive effects of increasing population to the academic

performance of the students is the last statement with 45 out of 64 respondents who

strongly agreed with 3.66 weighted mean and verbal interpretation of Strongly Agree.

But of all the statements in the table, statement number two got 46 out of 64

respondents strongly agreed that students strive to develop skills, talents and

creativity, it is the top most positive effect of increasing population to the academic

performance of the students.

Overall, the positive effects of increasing population to the academic

performance of the students got an average weighted mean of 3.56 and verbal

interpretation of Strongly Agree. It shows that the table were carefully observed on

the positive effects of increasing population to the academic performance of the

students.
Table 3. Negative Effects of Increasing Population to the Academic
Performance of the Students
Negative Effects Of Strongly Agree Disagree Strongly Weighted Verbal Rank
Agree 3 2 Disagree Mean Interpretati
Increasing Population To 4 1 on
The Academic
Performance Of The
Students
1. Some students might 2 16 34 12 2.20 Agree 3.5
lose their confidence to
answer in oral
recitation because of
the competitiveness of
other students
2. Some students might 3 23 28 10 2.30 Agree 1
have difficulties in
joining in academic
activities because of
the unbalance
attention
3. The attention of the 5 21 23 15 2.25 Agree 2
teacher will be divided
that will affect the
academic growth of
the students.
4. Students might 3 19 28 14 2.17 Agree 4
become procrastinated
to do academic
activities.
5. Students might attempt 4 7 28 25 1.84 Disagree 7
to cheat during
examinations to
ensure perfect score
6. Students might skip 4 8 28 24 1.88 Disagree 6
classes because of
having lack of attention
that will affect the
academic growth of
the students.
7. Students might not 5 9 32 18 2.06 Agree 5
have educational
references (books) that
might affect their
study.
8. School might 5 18 26 15 2.20 Agree 3.5
encounter insufficiency
in educational facilities.
Average Weighted Mean 2.11 Agree
 The table above shows the Negative effects of increasing population to the

academic performance of the students. The table shows that the least weighted

mean is 1.84 and verbal interpretation of Disagree. However, weighted mean of 1.88

students with verbal interpretation of Disagree that skipping classes without the

teacher noticing it that will affect the academic growth of the students. Next on the

list is rank Five with weighted mean of 2.06 and verbal interpretation of Agree. It

seems that the students might not have educational references (books) that might

affect their study. Next on the list, got a weighted mean of 2.17 with verbal

interpretation of Agree. It seems like students might become procrastinated to the

academic activities.

Moving on, next on the rank tied at 3.5 got a weighted mean of 2.20 and

verbal interpretation of Agree. It seems that schools encounter insufficiency in

educational facilities and the students lost their confidence to answer in oral

recitation. More often, the second top most negative effects of increasing population

to the academic performance of the students got 2.25 weighted mean and verbal

interpretation of agree. It means that the attention of the teacher would be divided

that will affect the academic growth of the students. But among the listed negative

effects of increasing population to the academic performance of the students got

2.30 weighted mean and verbal interpretation of Agree. It seems that the students

are experiencing some difficulties in joining in academic activities.

 In general, the negative effects of increasing population to the academic

performance of the students got an average weighted mean of 2.11 and the verbal

interpretation of Agree. Which means the negative effects of increasing population to

the academic performance of the students are well observed.

Table 4. Administrations Action Plans to Lessen the Negative Effects of
Increasing Number of Students to their Academic Performance

Administrations Action Strongly Agree Disagree Strongly Weighted Verbal Rank

Agree 3 2 Disagree Mean Interpretat
Plans To Lessen The
4 1 ion
Negative Effects Of
Increasing Number Of
Students To Their
Academic Performance
1. Conduct several 27 33 1 1 3.28 Strongly 4
seminars to the Agree
teachers regarding
the possible effects
of increasing
population to the
academic
performance of the
students.
2. Monitoring and 31 32 0 1 3.45 Strongly 3
visitation of classes. Agree
3. The use of blended 20 42 1 1 3.27 Strongly 5
learning. Agree
4. Open 38 23 2 1 Strongly 1
communication to Agree
the parents of the
students who often
commit absences.
5. Add more facilities 34 27 2 1 3.53 Strongly 2
and faculty Agree
members
6. Split the students’ 15 19 21 9 2.63 Agree 6
schedules to
morning and
afternoon classes.
Average Weighted Mean 3.27 Strongly
Agree

The table above shows the administrations action plans to lessen the negative

effects of increasing number of students to their academic performance. The table

shows that the least weighted mean is 2.63 and verbal interpretation of Agree, got 15

out of 64 students who strongly agreed that splitting the schedules of the students to
morning and afternoon is not the action plan taken by the administration if the

school. However, the use of blended learning is the second least action plan by the

administration with a weighted mean of 3.27 and verbal interpretation of Strongly

Agree, which means the administration of the school use one-way technique of

learning. Next on the list is rank four with weighted mean of 3.28 and verbal

interpretation of Strongly Agree. 27 out of 64 respondents believed that conducting

seminars to the teachers regarding the possible effects of increasing population to

the academic performance of the students might lessen the negative effects of the

increasing number of students.

Moreover, third place on the rank got a weighted mean of 3.45 and verbal

interpretation of Strongly Agree. It seems that 31 out of 64 respondents believed that

monitoring and visitation of classes might lessen the negative effects of increasing

population of the students to the academic performance. More often, the second top

most administrations action plans to lessen the negative effects of increasing

number of students to their academic performance is to add more classrooms and

teachers. It means that 34 out of 64 students have some implications in the

insufficiency of the facilities and teachers. But among the listed action plans of

administrations to lessen the effects of increasing number of students to their

academic performance, 38 out of 64 students have their confidence to answer that

open communication to the parents of the students who often commit absences is
the top most action plan for the administrations to take, to lessen the negative effects

of increasing number of students. As rank number one, it got the weighted mean of

3.53 and verbal interpretation of Strongly Agree.

In general, the administrations action plans to lessen the negative effects of

increasing number of students to their academic performance got an average

weighted mean of 3.27 and verbal interpretation of Strongly Agree. Which means the

action plans to lessen the negative effects of increasing population to their academic

performance are well observed.

 CHAPTER V

The chapter discusses about the summary of findings, conclusion and

recommendations based on the previous chapter.

Summary of Findings

1. The Reasons of the Rapid Growth of the Students

The researchers found out that students prefer a school that gives a

good quality of school experiences. However, it is also found out that students

do not depend on the competitiveness of the teachers and staff.

2. Positive Effects of Increasing Population to the Academic Performance of the

Students

It is found out that students strive to develop skills, talents and

creativity that increase the students’ academic performance, but there are

less students who become more competitive and efficient.

3. Negative Effects of Increasing Population to the Academic Performance of the

Students

Students have difficulties in participating in academic activities because

of the divided attention of the teacher that affects the academic performance

of a student, but it does not give the students a reason to cheat during

examinations to ensure perfect score.

 4. Is there any significant relationship between the increasing number of

students to their academic performance?

It is found out to be significant that the academic performance of the

students depends on the reasons why schools are rapidly growing.

5. Administrations Action Plans to Lessen the Negative Effects of Increasing

Number of Students to their Academic Performance

38 out 64 respondents believed that open communication to the

parents of students who often commit absences is the finest way to lessen the

negative effects of increasing number of students to their academic

performance. However, splitting students’ schedules to morning and afternoon

classes might not help to improve students’ academic performance

Conclusion

1. The Reasons of the Rapid Growth of the Students

There is an increased in students population when schools have a high

quality of experience to give to students.

2. Positive Effects of Increasing Population to the Academic Performance of the

Students

Giving challenging and difficult task or activities to students where

students strive to develop skills, talents and creativity is found to be the

positive effect of increasing population.

 3. Negative Effects of Increasing Population to the Academic Performance of the

Students

In an increasing number of students, particularly in a classroom

students experience some difficulties in participating in academic activities, for

there is a 40% possibility that the attention of the teacher is divide because of

the increased number of students.

4. Is there any significant relationship between the increasing number of

students to their academic performance?

The growth of the number of students in a school shows the good

quality of school experiences that is brought to students.

5. Administrations Action Plans to Lessen the Negative Effects of Increasing

Number of Students to their Academic Performance

Students who mostly commit absences decreased their participation in

school activities while increased the probability of dropping out.

Recommendations

1. The Reasons of the Rapid Growth of the Students

A high quality school experience must be integrated throughout the

school in order to grow the enrollment

2. Positive Effects of Increasing Population to the Academic Performance of the

Students
 Giving tasks or activities where the students might be challenged can

help to develop the skills, talents & creativity to improve the students’

academic performance.

3. Negative Effects of Increasing Population to the Academic Performance of the

Students

Conducting seminars that will inform the teachers/faculty members

about the possible effects of increasing population, especially implications of

increasing number of students that might affect the academic performance of

the students

4. Is there any significant relationship between the increasing number of

students to their academic performance?

Reading a research about the awareness to the effects of increasing

population of students, might help a school to be informed about the things

that is needed to be provided.

5. Administrations Action Plans to Lessen the Negative Effects of Increasing

Number of Students to their Academic Performance

The principal or the person who is responsible to lead the school

should be the first to take action in performing the action plans to lessen the

negative effects of increasing number of students.