According to Carbone (1999), an ideal strength is 30 student, as the class will not be noisy, teachers will be audible and they could keep eye contact, there will be no complaint of dust, smell, suffocation or invisibility of blackboard. To achieve the desired output, normal class size is preferred as it maintains balance between teachers and students. Teachers can keep check and balance upon every student and slow learners or struggling students cannot be ignored. Amarat (2011) added that in overcrowded classes teacher may face several problems like vandalism theft, failure of educational facilities, destruction of property, etc. This can cause the failure of that particular teaching learning process. (Blatchford et al; 2011). Wilson, (2006) found that smaller classes are very effective for students learning & promote their achievements because students gets individual attention of the teachers The large class size is a relative variable that has caused generally contrary effects on students learning, mediated primarily by lower students level of engagement.

Statement of the Problem

The aim of this study is to investigate whether there is a connection between the number of students in a class and classroom management. This researcher intends to examine any variations in the progress and achievement levels of the two extremes of large and small classes.

Objective of the Study

i. To study the effects of class size on academic environment.

Research Questions

ii. Is there any relationship between class size and classroom management?

iii. What are the basic criteria of a standard class size?

Significance of the Study

Results of the study will be utilized by the educational policy makers, educational administrators, co-coordinators, unit writers and future coming students in their respective fields of education.

Very little is known about class size thresholds below or above which effects on classroom processes are evident. Shapson et al, (1980) compared a number of different class sizes but when the range of class sizes is wide, as it is in the UK, this kind of design can become unwieldy. It is therefore potentially more insightful and valid to employ naturalistic studies within which class sizes vary as in the real world of education, and which therefore allow estimates of effects across the full class size distribution.

Finn et al. (2003) argued that the effects of class size on pupils’ classroom engagement are more important than those on teaching. There is then dispute about the balance of effects on teacher pupil interactions and pupil classroom engagement and this paper compares in a systematic way the effects of class size on each. More information on the speci?c aspects of classroom engagement and teacher to pupil interactions studied is given later in this introduction, after the other key features of the study are described. It is said that more has been written on the effects of class size on academic achievement than on any other issue in education (Carbone and Greenberg 1998), yet very little research has been conducted on gathering evidence of effective teaching practices in small classes. There has been a tentative model of teaching suggested in small classes based on three aspects: better knowledge of students, more instructional time and teacher satisfaction and therefore the use of a more individualised pedagogy in the classroom (Blatchford 2003; Blatchford and Mortimer 1993; Finn and Pangozzo 2003). As seen from previous research on the possible advantages of class size reduction, smaller classes may well give teachers more time to attend to students’ individual learning and social needs which may, in turn, promote greater use of collaborative work such as group and pair work, the bene?ts of which have been well documented (Blatchford, 2003). However, a problematic aspect for researchers in this area is the absence of a clear de?nition of what effective teaching in smaller classes might look like.

Researchers have found that objectives of a learning process can be achieved When class size is reduced to less than 20 students. All over the world educationists believed that small classes are beneficial for pupil because teacher can pay individual attention to all the students specially at secondary level where the content level is more challenging.

Filby et al. (1979) studied teacher pedagogy in small classes, and found that: Teachers were more able not only to complete their lessons in smaller classes, but to develop their lessons in more depth. Teachers can finished syllabuses more in time and were able to provide additional development activities.

Population and Sampling

The population of the study comprises of 114 government girls high schools in district Mardan. Total students studying in these schools are 20475 in number. Out of total, 14 schools are situated in urban areas and 100 schools are in rural areas. Total number of teachers serving in these schools is 575 in number.

Sample selected was 12 schools from both tehsils of district Mardan. In this selection, stratified-cum-random sampling techniques were used. In the first stage, we stratified the total 114 schools in to two major groups – one having large sized classes and second having small-sized classes. In the second stage, we used random sampling method (lottery method) and selected 6 schools in each of the two major groups. A total of 120 teachers have been selected from the 575 teachers (10 teachers from each school who were teaching to secondary classes) who were teaching and have experience of teaching in both overcrowded and small-sized classes. Respondents were Requested / guided to answer both questionnaires of overcrowded classes and small sized classes

Research Instrument

(Two parts of a) self-administered questionnaire – first part containing questions on large sized classroom teaching and second part containing questions on small sized class room teaching – was used for data collection.

Questions Indicator from Large Class Size Teachers

Variable: Classroom Management (CRM)

CRM1: In overcrowded class teacher cannot interacts with clear audible voice.

CRM2: In overcrowded class teacher do not listens to the students attentively and carefully.

CRM3: In large classes teacher addresses students by name. (R)

CRM4: Black board is not visible to the back benchers in overcrowded classes.

CRM5: Teacher cannot pay attention to student’s boredom and confusion in overcrowded classes.

The above reported 5 items/questions regarding Class room management (CRM) reflect that overcrowded/large class does not allow good class room management. In this case, item CRM3 is Reverse.

Questions Indicators from Small Class Size

Variable: Classroom Management (CRM)

CRM_S1: In small classes Students rotation is easy.

CRM_S2: In small class teacher interacts with clear audible voice.

CRM_S3: In small class teacher listens to the students attentively and carefully.

CRM_S4: In small classes teacher addresses students by name.

CRM_S5: Black board is visible to all the students in small classes.

The above reported questions were asked from the teachers to collect responses for small –sized classes. For small-sized classes, we assumed that class room management is much easier then overcrowded classes and teachers can pay attention to each and every student of class

Reliability Test of Questions/Items

All indicators were converted into questions and after that reliability test was carried out to determine the consistency or stability of the tool.

Class size effects on classroom manage can be reflected as that class room management (CRM), it was assumed that overcrowded classes do not allow good class room management, the majority of the respondents (Agreed = 91 & strongly agreed =118) have shown their agreement on this concern against 25 &46 respondents who strongly disagreed and disagreed with the questions raised. For small-sized classes, we have assumed that class room management is an easy job in small-sized classes, the result shows that, the majority of the respondents have agreed (66) and strongly agreed (218) against disagreed and strongly dis agreed (9) with the questions raised.

In light of the findings of this study summarized above and conclusions drawn, the following recommendations are presented for their appropriate implementations.

• That overcrowding of students in class rooms should be avoided, as far as possible.

• That teachers should be provided with extra facilities when teaching to large number of students.

• That helpers should be provided to the teachers of overcrowded classes as it’s quite difficult to go through all assignments and do all academic activities by a single teacher.

• Teachers should be given some special trainings to manage overcrowded classes.

• School administration must take some corrective measures as it would a big facilitation towards over crowded class room management activities.