The correlation between class size and mathematics learning by students has been a subject of research for years. This work studied the effects of class size on the teaching and learning of mathematics in junior secondary schools in Chikun Local Government Area (LGA) of Kaduna State, Nigeria. The sample was made up of 100 students and 20 mathematics teachers randomly selected from the population. Questionnaires were administered to respondents for data collection after reliability and validation techniques were applied on the scales. The data were analysed in percentages and means. Pearson correlation analysis was applied on the variables in order to ascertain the level of correlation. It was found that class size affects class control, students’ interest and attention and the time expended in dealing with disciplinary issues in a mathematics class. It is recommended that future research be conducted that will collaborate the importance of class size on students’ learning process and achievement. The recommendations of the National Policy on Education (NPE) regarding student-teacher ratio should be implemented and teachers should be properly trained.
The effects of a multiple solution method in mathematics learning for secondary schools
