Effect of Class Size on the Developmental Domains of the Kindergarten Pupils

Abstract

Children are the future of society, and early childhood development is undeniably important. As a result, stakeholders expect high-quality Kindergarten education. This study assessed the effect of class size and the developmental domain performances of Kindergarten pupils in public elementary schools. The researcher employed a descriptive-correlational design using the adopted questionnaire to evaluate the developmental domain performances of the Kindergarten pupils in the selected public elementary. Results of the study divulged that most Kindergarten pupils were at the exact age of their grade level, male, had normal nutritional status and were middle children among their siblings. The Kindergarten class size is above the required average of 25-30 pupils. Moreover, the overall results also disclosed an evident performance level in various developmental domains of the pupils. Only placement among siblings on the profile variables was identified as a significant predictor of the developmental domain performance of the pupils. Further, the study found no association between class size and Kindergarten pupils’ developmental domains. The researchers suggest that the department should maintain the standard size of the learners in every Kindergarten class. Furthermore, the teachers should monitor learners’ cognitive development and other physical activities even when they are studying only with their parents/guardians.