IMPACT OF OVERCROWDED CLASSROOMS ON MATHEMATICS LEARNING AMONG JUNIOR HIGH SCHOOL STUDENTS AT INDANAN NATIONAL HIGH SCHOOL –TIMBANGAN

Alnasar Salamuddin; Mailen Antao

doi:10.62596/7j5v9h35

Authors

Alnasar A. Salamuddin School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Mailen A. Antao School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/7j5v9h35

Keywords:

Overcrowded Classrooms, Mathematics Learning, Junior High School Students

Abstract

Overcrowded classrooms remain a persistent condition in Philippine public secondary schools, yet their direct influence on specific dimensions of mathematics learning in localized settings remains insufficiently articulated. Mathematics learning in such environments was associated with challenges in sustaining attention and achieving consistent performance, particularly in resource-constrained schools. The inquiry determined the level of impact of overcrowded classrooms on concentration and focus during lessons and performance in mathematics assessments, and examined whether differences exist when analyzed across selected demographic characteristics. A descriptive–correlational design was employed involving 100 junior high school students selected through purposive sampling. Data were gathered using a structured questionnaire and analyzed using mean, standard deviation, t-test, and analysis of variance. Results showed that overcrowded classrooms had a noticeable effect on students’ concentration (M = 3.68) and were associated with performance in assessments (M = 3.52), indicating that classroom congestion contributes to attentional disruption and limitations in academic outcomes. Differences across demographic characteristics were generally not observed, although variation was identified in conceptual understanding based on gender (p = 0.017) and in concentration based on parental educational attainment (p = 0.033). These findings indicate that overcrowding influences mathematics learning through reduced attention, constrained instructional interaction, and limited feedback opportunities. The findings provide a focused account of how classroom congestion shapes mathematics learning in a rural Philippine school and underscore the need to improve instructional conditions to support sustained attention and academic performance.

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