An Investigation of Class Size on Teaching and Learning of Mathematics in Secondary Schools (A Case Study of Chikun Local Government Area) of Kaduna State, Nigeria

Main Article Content

B. Y. Afolabi
L. B. Wakili
A. O. Afolabi
N. E. Onwuegbunam
A. A. Ademuwagun

Abstract

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.

Keywords:
Effects, class size, mathematics, teaching, learning, respondents.

Article Details

How to Cite
Afolabi, B. Y., Wakili, L. B., Afolabi, A. O., Onwuegbunam, N. E., & Ademuwagun, A. A. (2020). An Investigation of Class Size on Teaching and Learning of Mathematics in Secondary Schools (A Case Study of Chikun Local Government Area) of Kaduna State, Nigeria. Journal of Education, Society and Behavioural Science, 33(10), 40-52. https://doi.org/10.9734/jesbs/2020/v33i1030263
Section
Original Research Article

References

Agah MP. Challenges of mathematics in economic development in the twenty-first century: Implications for tertiary education. Journal of Education, Society and Behavioural Science. 2020;33(3):20-25. Article no.JESBS.55857.

Agah MP. The relevance of mathematics education in the Nigerian contemporary society: Implications to secondary education. Journal of Education, Society and Behavioural Science. 2020;33(5):36-43. Article no.JESBS.56754.

Yara PO, Otieno KO. Teaching/learning resources and academic performance in mathematics in secondary schools in Bondo District of Kenyan. Asian Social Science. 2010;6(12).

Gouba L. The importance of mathematics in everyday life; 2008.
Available:users.aims.ac.za

Laju I. Why students fail mathematics; 2015.
Available:www.vanguardngr.com

Olatunde YP. Class size and students’ mathematics achievement of senior secondary schools in South Western Nigeria. The Social Sciences. 2010;5(2):108-112.

Sa’ad TU, Adamu A, Sadiq AM. The causes of poor performance in mathematics among public senior secondary school students in Azare metropolis of Bauchi State, Nigeria. Journal of Research and Method in Education. 2014;4(6):32-40.

Grauws DA, Cebulla KJ. Improving student achievement in mathematics; 2000.
Available:www.ericdigest.org/2003-1

Ayeni OG, olowe MO. The implication of large class size in the teaching and learning of business education in Tertiary Institution in Ekiti State. Journal of Education and Practice. 2016;7(34):65.

Tobih DO, Akintaro OA, Osunlana DO. Effect of class size reduction on students' performance in mathematics in JSSCE examination in Ibadan Municipal. Int. Journal of Edu. Res. 2013;1(4):165–178.

Federal Government of Nigeria. National Policy on Education and 4 year strategic plan for the development of the education sector: 2011 - 2015. 6th Edition. Publishers: NERDC Press, Yaba, Lagos. 2013;9- 11.

Ajao W. Nigeria education: How large classes reduce quality of learning; 2004.
Available:allafrica.com

Mathis WJ. The effectiveness of class size reduction; 2016.
Available:http://nepc.colorado.edu/publications/research-based-options

Babcock P, Betts JR. Reduced-class distinctions: Effort, ability and the education production function. Journal of Urban Economics. 2009;65:314-322.

Kornfeld M. The effects of class size on student academic achievement in a rural state. Ph.D. Dissertation. Vermont: The University of Vermont; 2010.

Ngoboka P, Schultz B. The effect of class size on student academic performance in a principles of microeconomics course. Proceeding of the Midwest Business Economics Association. 2002;198-207.

Keil J, Partell PJ. The effect of class size on student performance and retention at Binghamton University. Office of Budget & Institutional Research Binghamton University. Binghamton, NY; 2009.

Uhrain CE. Effect of class size on student achievement in secondary school. Walden University. A Ph.D Thesis Submitted to the University of Walden. 2016;32–33.

Owoeye J, Yara P. Class size and academic achievement of secondary school in Ekiti State, Nigeria. Asian Social Science. 2011;7(6):184-189.
Available:http://aessweb.com

Middleton JA, Spanias PA. Motivation for achievement in mathematics: Findings, generalizations and criticism of the research. Journal for Research in Mathematics Education. 1999;30(1):65- 88.

Leon KE. Factors that influence the understanding of good mathematics teaching. Eurasia Journal of Mathematics, Science & Technology Education. 2013;9(3):319-328.

National Center for Education Statistics. Monitoring school quality: An indicator report. U.S Department of Education; 2000.

Blatchford P, Basset P, Goldstein H, Martin C. Are class size differences related to pupils’ educational progress and classroom processes? Findings from the Institute of Education. Class size study of children aged 5 - 7 years. British Educational Research Journal. 2003;29(5): 709-730.

Fidler P. The impact of class size reduction on student achievement. Retrieved from class size matters.org; 2001.

Osim RO, Uchendu CC, Ubi IO. Class size pressure: An impediment to teachers’ work quality. Global Advanced Research Journal of Education Research and Review. 2012;1(5):95-99.

Blatchford P, Basset P, Brown P. Examining the effects of class size on classroom engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and primary vs secondary schools. Learning and Instruction. 2011;21:715-73.

Yanico BJ, Lu TGC. A psychometric evaluation of the six-factor self-concept scale in a sample of racial/ethnic minority women. Educational and Psychological Measurement. 2004;60(1):86–99.

Kolawole EB. Principles of test construction and administration (Revised Ed.) Bolabay Publications; 2011.

Kolawole EB, Kojigili ST. Development and validation of a self-concept and attitude scale for senior secondary school students in Nigeria. British Journal of Education, Society and Behavioural Science. 2015;7(1):42-49. Article no.BJESBS.2015.070.

Jacob OA, Olawuyi BO, Jacob AJ. Relationship between class size and discipline of secondary school students in Yagba West of Kogi State, Nigeria. Sky Journal of Educational Research. 2016;4(1):8-13.

Commeyras M. Promoting a culture in reading. The Comet Thursday, February 13. 2000;32.

Anthony G, Walshaw M. Effective pedagogy in mathematics. Educational practices series 19. International Academy of Education; 2009.
Available:www.ibe.unesco.org

Bressoux P, Kramarz F, Prost C. Teachers’ training, class size and students’ outcomes: Learning from administrative forecasting mistakes. IZA Discussion Paper (3871); 2008.
Available:papers.ssrn.com

Oyarinde ON. Effect of computer game-based instructional strategy on students’ learning outcome in mathematics. Journal of Education, Society and Behavioural Science. 2019;29(4):1-15. Article no.JESBS.15732.