1. UNIVERSITY TECHNOLOGY MARA (UiTM)
FACULTY OF EDUCATION
EDU 702
Research Methodology
RELATIONHSIP OF CLASS SIZE TOWARDS STUDENTS’ PERFORMANCE
AMONG FORM FOUR STUDENTS IN SEK MEN KLANG UTAMA SELANGOR
Name : Siti Sapura Binti Moin
Matrix Number: 2014928621
Course: EDU 705
Lecturer: Professor Dr Hajah Nor Aziah Alias

3. Chapter 1
Introduction
John Dewey (1916) mention that when creating proses of education it must be start with
attract interest of learner which means students, because from the interest it will stimulate
learner to be thinker and creative in teaching and learning process as cited by Naseer and
Saeed (2007). Because of that, it was important for educator to attract everyone in the class to
involve in thinking and interesting activity. Participating from students in the class will enhance
activities in the class become more effective and fun. Other than that, by participating with
activities in the class will make student added more knowledge, ideas, opinion, critical thinking
by transfer knowledge from friends in activities with full of interesting.
Process of teaching and learning become more interesting and wonderful by let all
students in the class participate in the session teaching and learning. Besides that, it was helpful
tools for teacher in achieving objective of the lesson. Because student will become more
understand their lesson by encouraging them in positive learning environment in participate all of
them in activities in class.But, there are amount of student doesn’t give their attention in the class
while teaching learning process and class activity as they found the class is boring and not attract
them to in in the lesson. Reduced class size is the one of the alternative to make sure all student
in the class participate well in class activity and teaching and learning session. But there are still
few question about class size reduction towards students’ performance. Reduced class size will
help student in their achievement especially in examination? This statement can be proven?
There are few or researcher agreed with statement of reduced class size will enhance student’s
achievement. On the other hand, there are some of researcher identify that reduced class size
not the major factors in enhance students’ performance.There another factorcontribute to student

4. achievement which is school climate, school culture, location of school, age of schools, principal
leadership style, teacher pedagogy, instructional leadership, instruction in teaching and so on.
According to, McConnell and Sosin (1984), DeCanio (1986), and Siegfried and Walstad
(1990), they mention larger class sizenot preferred by students as cited by Kelly and Peter (2006).
According to this statement, student more likely to learn in small classroom and less interact
learning in rather larger classroom. In smaller classroom student become more effective in task
given by teacher and motivated while learning. The process of teaching and learning will run
smoothly because of student feel exciting, participate well in the class and it create positive
environment for student itself. Moreover, objective of the lesson easier to achieve because of
students give positive feedback in positive environment that created not only by factor of size
classroom. Internal and external factors was include of students’ performance. Conducive class,
larger or small class size, students’ initiative towards themselves was another factors that affect
towards students’ performance and achievement.
Therefore, it still have an argument in identify whether major factor of class size give
effects to students performance or not. Some researcher was highlighted that class size is not
the major problems in contribute students’ performance while some other researcher agreed that
by reducing class sizewill stimulate students’ performance because it will make students become
pay attention, focus and active participate in classroom.

5. 1.1 BACKGROUND OF THE STUDY
As traditionally, from previous research found that class size is controlling and independent
variable. In learning especially subject science sees that reduction of class size is very helpful
because it smallsize classroom students become moreparticipate, enhance their imagination
of think, more motivated and creativity skills polish. Learning and achievement of students in
their classroom seem that it has negative correlation between two variable. Besides, the
instruction method, teacher attitude also contribute to students performance, not only
reduction of class size.
As mention by Naseer and Saeed (2007) found that there have significant relationship
between culture of school and size of schools. For example, performance of small school
mushbetter than larger school becauseof applying positive school culture towards community
of schools. According to McKeachie (1999), stated that by using reorganizing and
restructuring technique to reform larger class size would be effective in the way of deliver
lesson which means the outcome will be same as teaching in small class size. The problems
is, when student in larger class size they become passive, not fully participate and make them
not active. Researcher Waugh (1999) emphasize that maintaining in smaller class size will
enhance student motivation and teaching and learning become more inspiring. Actually if
educator using another effective way in encouraging student in learning, participation to active
learning even though teaching in larger class size.
As mention by students, basically in medium and small class size the instruction is much
more focus on project of hand on, applying lesson activities in real life, conductproject that related
to creative thinking from original product students itself, require students to helping each other’s

6. to gain better understanding, new ideas and concept and create group discussion or team to
monitor them in learning. Student who in larger class size complain that in their class less
instructor conducted. Not help them in setting the goal and achieve it and less inspire students in
learning and teaching session.
Because of that there are some conflict in issues of class size reduction. Smaller or larger
class size are much better in enhance students’ performance. Some of them trust that large class
size is not the major factors. Besides,other researcher highlight on reducing small sizeclassroom
will increasing student understanding and will better achievement in their performance.
1.2 PROBLEM STATEMENT
According to Wulff(1987), mention that the most displeasing about larger class size is the
lack of interaction between students and teachers and lack of chance for questioning and
discussion. It supporting by Stones (1970) found that from 1,000 college students 60% of them
revealed that presence in larger class size refused them to asking question, because class is too
big, even though their educator ask them to ask question. Another researcher Karp and Yoels
(1976) identify that in larger class more than 40 number of students, 2-3 accounted for over half
the exchange and less than 40 students accounted for 75% interaction in the classroom by using
observation data.
Students need more attention to enhance students’ performance.Reduction class sizethe
one way of it. Because class size is the one factors include in contribute school’s effectiveness.
Moreover, another important factors contribute to students performance and school effectiveness
are quality of teacher, size of schools, parent involvement and others.
Hence, it is important to highlighted on these issueof effects of class sizetowards students
attitude, achievement and perception of teachers towards class size in stimulate students

7. enthusiasm for their learning by forming smaller classroom size to improving teaching and
learning for inspire will target the focus this study on:
(i) The perceptions of teachers towards class size
(ii) The relationship between class size and students’ academic result (achievement)
(iii) The relationship between class size and students attitude
1.3 SIGNIFICANT OF THE STUDY
From this research, hoped that will refer as guidelines and reference in the future for teacher
or trainee teacher by using this approaches of reduction class size in stimulate student
achievement and performance. Hope that teachers and public can added more information
on this class size study from the opinion and point of view in teaching by reduction of
classroom size, their effects, role, advantages especially in enhancing student’s motivation.
In practical significant of this method should be research more of their implementation in
Malaysia then it should be administered following the policies from the government, ministry
of education. School management and school administered should conduct the implement
after get approval from the government.
From this research, data gathered by conducting using questionnaire, hoped that data can
help educator teacher especially by provided useful information, lighten burden in handle
larger or small classroom size, and helping teachers in study suitable activities whether in
different level, different size classroom, small or larger size classroom to increase students
motivation in teaching and learning session. Thus, Ministry of Education should take part in
this issue by investigate more deep in effectiveness reduction size classroom in improving

8. student level motivation and the possible of this kind of learning to be combined in the lessons
or syllabus.
1.4 RESEARCH OBJECTIVES
This study attempts:
1) To identify the perception teacher towards class size
2) To examine the relationship between class size and students’ academic result
3) To determine the relationship between class size and the students attitude
1.5 RESEARCH QUESTION
The research will be focusing on the following questions:
1) What are the perceptions of teacher towards class size?
2) What is relationship between class size and student academic result?
3) What is relationship between class size and students attitude?
1.6 LIMITATION OF THE STUDY
In conducting this study, there are some limitation occur. First, because of this study
investigate perception from teacher especially trainee teachers, it may lack genuine opinion or
lack of their teaching experience regarding class size. Researcher may get information on the

9. class size opinion and perception of senior teacher or ‘guru cemerlang’ who are expert in handle
their students in the classroom since they have many experience to make the data more reliable
and valid. By differentiate advantages and disadvantages of class size regarding to enhance
students’ performance. Second, information gathered from student may lack of genuine too
especially in academic result because it possible to them not stated the actual result but tend to
cheat. It not longitudinal study due to limit of time, it will take only about two hours to collect data.
Limited samples data gathered from only public school in Klang Area with 86 samples from
teacher , 63 from trainee teachers and 152 samples from students . Data information get not cover
all the area of Klang, hoped in the future this data used for further research on class size in bigger
area. Besides that, comparative study need to conduct in future research by using experimental
instrument (observation) and it controlled. Policies from Ministry of Education might be another
limitation to implement this approach of class size towards students’ performance.
1.7 DEFINITION OF TERMS
Class size term was important in this research. Class sizecan be measured by how large or small
a person or thing is (classroom). According to Murphy (1998) 13-17 students in the class
considered as smaller class size, on the other hand, 22-25 students in the class considered as
larger class size as cited by Kathleen. Another researcher Micheal (2009) stated that in Project
STAR, study on effects class size by using experimental clarify that in smaller class number of
students between 13-17 and for larger class number of students is 22-26. In California, their
school districts to maintain class size for one classroom about only 20 number of students based
on program of reduction class size. Then, it support by Bohrnstedt and Stecher (2002) clarify that
in smallclass sizethere are 13-17 number of students, besides 22-17 number of students in larger
class size. From few of definition about small and large class size, it can be conclude that for

10. small size classroom there have numbers of students about 13-17 moreover for larger class size
there have number of students about 22 and above.
1.8 CONCLUSION
In this chapter explain overall about the whole for this research that include introduction,
background of the study, statement of the problem, significant of the study, research objectives,
research questions, limitation of this research and definition of terms.

11. CHAPTER 2
LITERATURE REVIEW
2.0 INTRODUCTION
Based from this research this chapter will discuss the important key and vital information
highlighted parallel over to research study. Several of justification are relate to the objective of
this study will highlighted which are perception of teacher regarding class size, relationship of
class size and students achievement and students attitudes towards form four students area
Klang at Sek Men Keb Klang Utama. Important key and information regard previous research.
2.1 PERCEPTION REGARDING CLASS SIZE
In measuring students’ performance class sizeis the one of the important elements that contribute
to students achievement. As highlighted from Idienumah (1987) Ojoawo (1989) and Fabunmi
(2000) mention that among educator teachers or lecturer there are some of them agree and some
of them argued if the smaller class size , the students achievement will getting better. They
argued that class size is the major effects in enhance students’ performance. According to Martin
(2007), he found that there are lots of research stressed that there are have implication between
learning cognitive in school with ratio of students in the class.Meaning that, class sizehave major
influence towards students’ performance in the class.
Other researcher McKeachie (199), stated that class size is not the major factor
enhance students’ performance but the most important is knowledge and skills from
educator and knowledge provided from the books is much better important rather than

12. class size. But, if the knowledge become important to the application that contribute to
students development then class size become important elements. Additional means that,
in teaching and learning session information and knowledge is the important role of
process, but in applying application class size is more effective then it became the most
important factors. McKeachie (1980) added, educational found that class size is the first
problem came out when study about class size and effects of learning. There are some of
debate in academic field that become controversial regarding class size, and if found that
class size have beneficial impact for student to learn more by experience by Williams
(1985)
When the class size getting larger, it become more task for educator or teacher to
handle and manage the class because it might occur other problems make by students because
student less of attention while teaching and learning process, because teacher cannot handle all
of them in larger class. They may be left behind because of less attention and it lead to student
less attract in teaching and learning process. Educator or teacher need to identify various
characteristics and behavior of students to deal with them. By doing this approaches, teaching
and learning process become easier because teacher know needs of each their students and
objective of the lesson will accomplished. So that, teacher is smaller class size tend to use this
skills because it easier to focus one by one in smaller class size. Other than that, in smaller class
size student will get enough material and equipment while teaching and learning process and that
make process of learning become smooth and achievable.
Besides that, as cited by Bennett (1996) research on class size found that class size have
closely relationship between students attitudes, teacher perception, experience from leadership

13. of school, parents activity involvement and involvement from government. This research is make
an effort of teacher perception of class size have significant towards students achievements.
According to Camak (2009), he stressed that teacher believe that teaching in smaller class size
deliver greater attention to individuals students rather than larger class size. Teacher added in
teaching and learning process quality influenced by class size it was from researcher gathered
data from 352 primary schools information gathered.
Other than that, based from Galton and Hargreaves (1996) showed that a study to see
there are significant relationship with interaction approaches used experienced teacher whether
in larger or small class size and strategies used. Observation was used as instrument by
observation and interview method. It was to collect data that adapted from ORALE research.
Camak (2009) found that teacher who are in smaller class size has more time to guide their
students in task or assignment, help student in have more supervision, and more feedback on
students’ homework or question.
2.2 CLASS SIZE AND STUDENTS’ ATTITUDE
Phenomena regarding class size has risen up a long time ago. Students’ performance
closely related to class size. In the smaller class size students will understand better in depth
while process teaching and learning session. This happen because teacher in smaller class size
will give more attention to their students by having one to one approaches and face to face
discussion within their students in smaller class size. Automatically students will give their
attention and lead to their motivation in leaning that control their attitude.
In other research define factor of students attitude also have significant with class size,
whether class size is small or larger, it give impact towards students attitudes and personality of

14. students itself. Moreover, participation of student in activity of class also have high relation to
class size in teaching and learning process. According to Smith and Glass (1980) found that by
meta-analyses in comparing smaller and larger class size, smaller class size has much more
effective to lead students achievement, students attitude, students participation and moral .
According to Bourke(1986) mention that to promote better achievement among students , better
attitudes, good instructional of practices, teachers satisfaction in teaching and high value and
morale reduction to smaller class size is the way. It support by Popham (2005) and Haris (1999)
students achievement closely related with class size and students attitudes. Then it parallel with
Tyler (2000), found in all grade level smaller class size give more beneficial towards students
attitudes.
There are a lots of research have been conducted to examine the relationship between
class size towards students’ achievement, students’ attitudes, student involvement or
participation in teaching and learning session. Though, some of the research proven that class
size have closely relationship between students’ achievement and students’ attitudes that give
benefit to students itself. Some other research found that class size not the major factor in
students’ performance in the schools

15. 2.3 CLASS SIZE AND STUDENTS’ ACHIEVEMENT
According to Bolton (1988) defined there are no impact towards students achievement
regarding larger or smaller class size in developmental English. This argument also supported by
Martin (2007) stated that sometimes larger class would be better rather than smaller class size.
Other researcher Edge (1980) clarify problems occurs in larger class because of chance and
discussion providing is less to the students especially for written work and it discourage
involvement of students that lead to unmotivated teachers to set the target for better assessment
that can give less benefit to students. As Coleman (1987) emphasize for teacher to become
enthusiastic it impossible in larger class to maintain students attention because teachers might
be busy with handling the task over the students’ because there are many interruption occur by
Martin 2007.
In previous research, they found that four aspects related between class size and
students’ performance which are numbers of students in a class according the time. Next,
differences between grade distributions according course within their students grades. Then,
interaction classroom and measurementin students behavior by different class size. Last by using
experimental study measurement of students outcomes in different course which is students will
be taught same curriculum but in larger and smallerclass sizeto comeout with effects of students’
performance.
Many researcher believe that smaller class size give big impact to students’ performance
rather than smaller class size. The reason why smaller class size is more effective than larger
class size is students can pay more attention without other interruption and get more comfortable
in the environment smaller class size because it much more easier to educator handle teaching
and learning lesson.

16. Moreover, teacher in smaller class sizehave more time to check and give explanation and
clearly instruction for their students in smallerclass rather than larger class that enhance students’
performance in their academic result. It lead to student excellence becauseteacher will give direct
correction on instructional time, and student can learn from their mistake immediately and make
better understandable. From the research result conducted by Smith and Glass (1979) found
that 77 studies of empirical pertaining towards relation on students achievement and class size.
It parallel with others research Murdoch and Guy (2002) as cited by Kamuche 2006. That make
comparison with result test of students in larger and smaller class size, found that mostly higher
score result test monopoly by students in smaller class size meaning that class size give impact
in students’ performance of academic achievement.
Besides that, as mention by Bolton (1988) as cited by Martin 2007, it is an orthodox perception
that believe smaller class size have better achievement. Researcher Arias and Walker (2004)
conduct studies on performance students towards class size among dental students found that
smaller class size increased students’ performance in academic results. They conclude with
hypothesis if class size decrease, students’ performance increase. After all, another researcher
Asadullah 2005 as cited by Kamuche 2006, also support that smaller class size was the
important role enhance students’ performance by result gathered from performance students in
program accounting and Economic.

17. 2.4 CONCLUSION
Based on the literature review given about perception about class size especially among
teacher and educator, relation class size and students achievement and relation class size and
student attitudes hope can give clear information and overall of picture about relationship between
class size and students’ performance. On this chapter include argument and support review from
many research regarding this research that can help to conclude conclusion based on finding on
the last chapter of this research.

18. CHAPTER 3
RESEARCH METHODOLOGY
3.0 INTRODUCTION
From this research on this chapter will give brief explanation about research design used.
It is contain design, population, sample and sample selection, method of data collection,
instrument used, analyze data and validity and reliability. This chapter help to further
understanding on chapter 4.
3.1 RESEARCH DESIGN
The research using method descriptive quantitative study. This research design is
correlational research since it want to investigate determines the relationship between two
variables which are class size and students performance. It means, whether if variables
of class size increase then another variable which is students’ performance decrease and
vice versa. This study to identify teachers’ perception on class and relationship between
student’s attitude and students’ achievement regarding class size. This study done at
secondary school SMK Klang Utama, Selangor

19. 3.1 POPULATION, SAMPLE AND SAMPLE SELECTION
From this research used random sampling which is simple random sampling. The
population of this study was sourced from the teacher and students of form four at Klang area at
secondary school area thus, practical teacher which is trainee teacher from faculty education
UiTM Shah Alam involve as teacher respondent. They are from different course such as major in
chemistry, physics and physical and health program. All of them are completed their training at
school at secondary schools.
Population of students gathered from form four students at secondary school SMK Klang
Utama, Selangor with 227 total form four students . They come all over Malaysia and a range of
socio-economic backgrounds. Generally they are either from Malay, Indian and Chinese
ethnically. The chosen sample consisted of all student form four students with 152 students
involve. Number of 152 of students is participated fully. Class of form four students from 4 Kejora,
4 Utarid, 4 Marikh and 4 Zuhal was randomly selected.
Population of teacher for this research was from teacher SMK Utama Klang Selangor with
total 117 then, sample for this study on teacher perception was 86 teacher from Sek Men Utama
Klang, Selangor was choose randomly. In the other hand, total 77 population trainee teachers
from physic, chemistry and physical health education course then, sample 63 students of faculty
education at UiTM Shah Alam that done their practicum course at school was choose randomly.

20. 3.3 METHOD OF DATACOLLECTION
Questionnaire is used in this research to gathered data information about size class from
the respondent. Supported by Santrock (2008) stated that by using questionnaire researcher can
get data information as fastest way. Questionnaire used is adapted from Sarah E. Leahy (2006)
“larger class vs small class: A Survey of Selected Teachers Opinions to the Effects of Class Size
on Student Achievement among Middle School Students” and “Effects on Class Sizeon Teaching
of English Language” done by Waliyullah S. (2008). Combination of these two set of questionnaire
researcher make some amendment and selected suitable questionnaire established on the
objective and research question have been conducted also based on suggestion, comments and
view from lecturer who is the researcher’s advisor. Minor adjustment have been conduct to make
sure respondent understand and answer what they need supposed to answer to the objective of
these research.
Set questionnaire for students, respondent of form four student that already selected
randomly from 4 Kejora, 4 Utarid, 4 Marikh and 4 Zuhal which is 152 of them from 227 total
students of form four, require to answer the questionnaire that will give to them. To answer the
question respondent took about 30 minutes to finish answer the question. There are 17 question
for students to answer include demographic data.
Set questionnaire for teacher, at secondary school area Klang, Selangor about 86
teachers who were randomly selected to answer these question. in the staffroom, the
questionnaire is give. Question about perception of teacher consists of 12 question and 20
minutes spend for teacher to answer whole question. Besides that, for faculty education student
at UiTM Shah Alam that done their practicum course at school, questionnaire was distributed in
the classroom of Physics, chemistry and physical and health course. To finish whole the question
it almost 20 minutes for them to answer all the question.

21. Before questionnaire is distribute to teachers and students, researcher firstly give a brief
and explain what are the information of class size and clarified what are the purpose of the
questionnaire towards research objective and advise is given to answer questionnaire sincerity
and honestly.
A pilot test on the relationship of class size and it effects towards students’ performance
among form four student in secondary school is conducted. The purpose of this test was to
identify any error items and to check the reliability scale of all items in the instrument. Fifteen
copies of the two-part questionnaire is given to the respondents in the pre – testing subject and
all copies were returned with full completion. The alpha value for the pilot testing was 0.749. It
shows that the questionnaires can be used for collecting the data.
3.3 RESEARCH INSTRUMENT
On this research, questionnaire that adapted from Sarah E. Leahy (2006) “larger class vs
small class: A Survey of Selected Teachers Opinions to the Effects of Class Size on Student
Achievement among Middle School Students” and “Effects on Class Size on Teaching of
English Language” (CSQ) done by Waliyullah S. (2008) (refer to Appendices) is want to
identify class size perspective on teachers perception, and relationship between students
achievement and students attitude regarding class size.There are two questionnaire is divide.
Separated set for teachers and set questionnaire for students. For section A (teacher
questionnaire) contain 13 of questionnaire regarding perception of teacher om class size. Set
of students questionnaire there are section A and section B. There are 3 questionnaire on
section A and 3 question regarding demographic data. This section is want to examine the
relationship between class size and students’ academic result. While section B contain 11
item to collect data relationship between class size and students attitude

22. 3.4 DATA ANALYSIS
All the information gathered are collect from the questionnaire is analyze by using SPSS.
Percentages, mean, standard deviation, frequency counts, and relation (correlation) is used
to analyze. Data analyzed will present in bar graph and tabular form. SPSS 17 software is
using to analyses data on these research. By using SPSS can save time and helpful software
in interpreting information by find the key point of the research and automatically give the
result in advance. Then, from the result show, data will compare and make connection with
research objective is design in this study. Result will present in chapter 4 and discussion,
conclusion and recommendation will be analyze and discuss.

23. Research Objective Section Analysis
To identify the perception teacher
towards class size
A
(Question 1 – 13)
Teacher questionnaire
Data were analyzed to the
frequency, percentage , mean
and standard of each item and
bar chart table was produced
To examine the relationship
between class size and students’
academic result
A
(3 question on demographic Data
&
Question 1-3)
Students questionnaire
Data were analyzed using
Correlation Coefficient
(Pearson’s Test) to examine the
relationship two variables
between class size and students’
academic result
To determine the relationship
between class size and the
students attitude
B
(Question 1-11)
Students questionnaire
Data analyze by use correlation
coefficient (Pearson Test) to
determine two variables
relationship between class size
and the students attitude
3.4 CONCLUSION
On this chapter it describe design is used on this research. It include elements of methods
of data collection, research design, and instrument, sample of population and process of
analysis. Tabulated data will discuss more on next chapter from findings.

24. REFERENCES
Achilles, C. M. (2003). How Class Size Makes a Difference: What the Research Says. The Impact
of Class-Size Reduction (CSR). U.S.; New York.
Arias, J. J., & Walker, D. M. (2004). Additional Evidence on the Relationship between Class Size
and Student Performance. Journal of Economic Education, 35(4), 311.
Achilles, C. M. (2005). Financing Class-Size Reduction. Greensboro, NC: SERVE Regional
Educational Laboratory.
Biddle, B. J. & Berliner D. C. (2002, February). Small class size and its effects. Educational
Leadership, 59 (5), 12-23.
Boyd-Zaharias, J., & Pate-Bain, H. (2000). The Continuing Impact of Elementary Small Classes.
Paper presented at the American Educational Research Association, New Orleans, LA.
Buckingham, J. (2003). Reflections on Class Size and Teacher Quality. St Leonards, NSW: The
Center for Independent Studies.
Bo, Yan. & Mike. Slagle. (n.d.) Does Class Size Matter in High Achieving Schools? Blue Valley
School District. Overland Park.
Biddle, B. J., & Berliner, D. C. (2002). What research says about small classes and their effects.
In pursuit of better schools: What research says.
Bourke, S. (1986). How Small is Better: Some Relationships between Class Size, Teaching
Practices, and Student Achievement. American Educational Research Journal, 23, 558-571.

25. Brewer, D. J., Krop, C., Gill, B. P., & Reichardt, R. (1999). Estimating the Cost of National Class
Size Reductions Under Different Policy Alternatives. Education Evaluation and Policy
Analysis, 21, 179-192
Bennett, N. (1996). Class size in primary schools: Perceptions of head teachers, chairs of
governors, teachers, and parents. British Educational Research, 22(1), 33-55.
Blatchford, P., Edmonds, S., & Martin, C. (2003). Class size, pupil attentiveness, and peer
relations. British Journal of Educational Psychology, 73, 15-36.
Cohen, G., Miller, C., Stonehill, R., & Geddes, C. (2000). The Class-Size Reduction Program:
Boosting Student Achievement in Schools across the Nation. A First-Year Report.
Washington D. C: Department of Education.
Canadian Council on Learning. (2005). Leason in Learning. Making Sense of the Class size debate.
Cakmak, M. (2009). The perceptions of student teachers about the effects of class size with regard
to effective teaching process. The Qualitative Report, 14(3), 395-408. Retrieved from
http://www.nova.edu/ssss/QR/QR14-3/cakmak.pdf.
C. M. Achilles. (2007). The Tennessee Class Size Work, Including The Student Teacher
Achievement Ratio (STAR) Experiment and Other Class-Size Intiatives. Hong Kong.
Dr. Olaniyi Bojuwoye. (n.d.) A Case Study of School - Related Factors Affecting Nigerians
Secondary School Ppupils’ Academic Performance. states in Nigeria.
E. C. Kokkelenberg, Michael Dillon & Sean M. Christy. (2005). The Effects of Class Size on
Student Achievement in Higher Education. Bringhamton University. State University of
New York.

26. Fabunmi, M. and A. Okore. 2000. “Analysis of the Relationship Between Average Class size and
Secondary School Academic Performance.” Africa Journal of Educational Planning Policy
Studies, 1(2): 107-115.
Felix U. Kamuche, (2006). Does Smaller Class Size Affect Student’s Performance In Basic
Statistics Class? An Empirical Study. Morehouse College.
Galton, M., & Hargreaves, L. (1996). Today I felt I was actually teaching: The effects of class size
on teachers’ classroom behaviour. Education Review, 10(2), 26-33.
Hogan, M. (2007). The effects of perceived disruptive behavior on classroom civility. University
Ombuds Office. University of Arkansas: Fayetteville, AR.
Jack Keil and Peter J. Partell (n.d.). The Effect of Class Size on Student Performance and Retention
at Binghamton Universit. Bringhamton University.
Keil, J. (n.d). The effetcs of class size on student performance and retention at Bringhamton
University. 1-8.
Kamuche, Felix U. (2005c). Organizational Effectiveness: An Empirical Study. Academic
Exchange Quarterly, vol. 9, no. 1, (Spring): 74-88.
Kamuche, Felix U. (2005d). Do Learning & Teaching Styles Affect Student’s Performance? An
Empirical Study. Journal of Business and Economic Research, vol. 3, no.9, (September): 35-
40.
Kamuche, Felix U. and Ledman, Robert, E. (2005). Relationship of Time and Learning Retention.
Journal of College Teaching and Learning, vol. 2, no 8, (August): 25-28.

27. Keil, Jack and Partell, Peter J. (2004). The Effect of Class Size on Student Performance and
Retention at Binghamton University. Office of Budget & Institutional Research.
Leahy, S. (2006). A Survey of Selected Teachers Opinions to the Effects of Class Size on
Student Achievement among Middle School Students. Larger Class Vs Small Class Size.
Marygrove College.
Liversidge, k. (2005). the effects of class size on studens' social and academic performance.
psychology paper , 1-4.
Micheal K. Gross. (2009). The Effect of Class Size in Elementary Physical Education: An
Examination of Student Activity Levels, Class management Time and Teacher Attitudes.
Auburn University. Albama.
Matilde Pinto Machado & Marcos Vera-Hernandez (2008). Does class-size affect the academic
performance of first year college students?. University College London.
Kamuche, Felix U. (2005b). Student Perceptions of Two State Universities in Texas: A
Comparative Analysis. College Student Journal, vol. 39, no. 3, (Fall): 411-434.
Malek Cakmak. (2009). The Perceptions of Student Teachers about the Effects of Class Size With
Regard to Effective Teaching Process. Gazi University, Ankara, Turkey.
Martins Fabunmi, Peter Brai-Abu and Isaiah Adeyinka Adeniji. (2007). Class Factors as
Determinants of Secondary School Student’s Academic Performance in Oyo State. Nigeria.
Melissa, H. (n.d.). The Effects of Perceived Disruptive Behavior on Classroom Civility University
Ombuds Office. University of Arkansas: Fayetteville, AR.
Ruth Woodfield and Sarah Earl-Novell (n.d.) Gender and performance in High Education: the
impact of mode of assessment. University of Sussex.

28. Nye, B., Hedges, L. V., & Konstantopoulos, S. (2001). Are effects of small classes cumulative?
Evidence from a Tennessee experiment. Journal of Educational Research, 94(6), 336-345.
Orellana, A. (2006). Class Size and Interaction in Online Courses. The Quarterly Review of
Distance Education, 7, 229-248. Retrieved February 2, 2007.
Pong, S., & Pallas, A. (2001). Class size and eighth-grade math achievement in the United States
and abroad. Educational Evaluation & Policy Analysis, 23(3), 251-273.
Podmore, V. N. (1998). Class size in the first years at school: A New Zealand perspective on the
international literature. International Journal of Educational Research, 29, 711-721.
Ronald G. Ehrenberg, Dominic J. Brewer, Adam Gamoran and J. Douglas Willms (2001) The
Class Size Controvercy. Cornell University and Director of the Cornell Higher Education
Research Institute.

29. APPENDIX A - SET OF QUESTIONNAIRE
For Teachers

30. QUESTIONNAIRE
For Teachers
I am Siti Spura Moin, studenst from Master Education management and leadership from Faculty
Education UiTM Shah Alam would like to do a research on relationship of class size towards
students’ performance among form four students. The purpose of this questionnaire is to find out
achievement students regarding their class size, attitude of student toward class size and teacher
perception towards class size reduction. The data will be kept confidential. Please kindly fill in the
questionnaire below.

31. SECTION A: TEACHER PERCEPTION TOWARDS CLASS SIZE REDUCTION
(For teachers)
Please tick the appropriate answer according to your preference/ experience during class
SD – Strongly Disagree D – Disagree A – Agree SA – Strongly Agree
No Questions SD D A SA
1 Your method of teaching effective in an overpopulated
class
2 You find coping with students easy in an overpopulated
class
3 You think your experience helps in managing an
overpopulated class
4 There have cordial relationship between teachers and
students in term of their interaction in a small class size
5 You find teaching in a small class size more tasking than
that large class size
6 Your instructional material adequate at all in an
overpopulated class
7 You think providing more instructional material and
classroom can solve the problem of large class size

32. 8 You usually meet the lesson objective when teaching in
an overpopulated class size
9 Large class size contribute to a decrease in student
achievement
10 Mode of instruction can be factor in student achievement
11 Class size reduction are costly and should not be
possibility
12 Larger class have more discipline problem
13 Smaller class allows more time for teacher spend on
student skill which can increase student achievement

33. APPENDIX B - SET OF QUESTIONNAIRE
For Students

34. QUESTIONNAIRE
For students
I am Siti Spura Moin, studenst from Master Education management and leadership from Faculty
Education UiTM Shah Alam would like to do a research on effects of class size towards students’
performance among form four students. The purpose of this questionnaire is to find out
achievement students regarding their class size , attitude of student toward class size and teacher
perception towards class size reduction. The data will be kept confidential. Please kindly fill in the
questionnaire below.

35. SECTION A : ACHIEVEMENT STUDENTS REGARDING THEIR CLASS SIZE
(For students)
Please tick the appropriate answer.
Gender Male
Female
Row in the class (position) : ________________
No of Student in Class: ______________
Please tick the appropriate answer according to your preference/ experience during class
No Questions SD D A SA
1 You have a good ranking number in class
2 You have good result in the tests

36. 3 You have good mark on assignment / homework
SECTION B: ATTITUDE OF STUDENT TOWARD CLASS SIZE
(For students)
Please tick the appropriate answer according to your preference/ experience during class
SD – Strongly Disagree D – Disagree A – Agree SA – Strongly Agree
No Questions SD D A SA
1 You can give full concentration during learning process
2 You disturb other friends if they are not interested in
study
3 When teacher asked a question, can you manage to
answer it
4 When given an assignment, you engage in answering the
question

37. 5 You will submit assignment/homework on time
6 You can concentrate during the presentation in the class
7 I want to get good grades on tests, quizzes, assignments
and projects
8 I exert more effort when I do difficult assignments.
9 I study the lessons I missed if I was absent from the class
10 I study and prepared for quizzes and tests.
11 I study harder to improve my performance when I get low
grades.