INTRODUCTION

1.1 Background of the Study

Mathematics has been regarded as a fundamental subject because arithmetic and logical

reasoning are the basis of science and technology. It is a key subject necessary for the promotion

of economic development, particularly in developing countries. For this reason, educational

authorities emphasize students’ proficiency in computational skills and problem-solving. Due to

the importance that mathematics engulfs, the subject became key in school curriculum.

According to Ngussa and Mbuti (2017), the mathematic curriculum is intended to provide

students with knowledge and skills that are essential in the changing technological world.

Nyaumwe and Metwa (2013) state that mathematics education is a bedrock and an indispensable

tool for scientific and economic advancement of a person and a nation at large. It is also

important in the scientific and technological development of countries (Enu, Agyman and Nkum,

2015). Mathematics knowledge plays a crucial role in understanding the content of other subjects

such as science, social studies, and even music and art. Its importance can be seen in hidden

ways, and in everyday usage, all around us: computers, body scanners, software, coding, and

much more. Mathematics prepares one for the future world. Consequently, many nations take

mathematics as a compulsory subject at secondary school education level since it is a

fundamental subject for human life.

The importance of the need for all citizens to understand data and view statistics critically is

strongly made (British Academy, 2012; Porkess, 2012). The argument is that more and more

debate in society rests on statistical arguments, particularly with increasing amounts of data

within a digital society, and an understanding of these arguments is necessary for informed
debate and decision making (British Academy, 2012; Parliamentary Office of Science and

Technology, 2013; Porkess, 2012; Vorderman et al., 2011). Mathematics is also important as a

school subject because not only is it needed for the sciences (Norris, 2012), but it also provides

access to undergraduate courses in, for example, engineering, psychology, sciences and social

sciences (Norris, 2012).

In Nigeria, Junior Secondary Education is a component of basic education which came on board

with the Universal Basic Education (UBE) programme in 1999. This action is one of Nigeria’s

positive reactions to the Jomtien Declaration of Education for All by year 2000 (Okeke, 2012). It

is a programme which encompasses early childhood, primary, junior secondary and other kinds

of non-formal education. Among these components, Junior Secondary Education is unique

because apart from complementing the education already received by a child at the primary

level, it completes the required nine-year basic education cycle. It is a stage where the vocational

thrust of basic education is consolidated and where core, vocational, non-prevocational and

academic subjects are offered and taught. The core subjects include English Language,

Mathematics, French, and a major Nigerian language other than that of the environment, Basic

Science, Social Studies, Citizenship Education, and Basic Technology. The pre-vocational

subjects include Agricultural Science, Business Studies, Home Economics, Local Crafts, Fine

Arts, Computer Education, and Music while the non-prevocational subjects include Religious

Knowledge, Physical and Health Education, and Arabic. Certification of a child at the end of this

phase depends on his/her performance in the Continuous Assessment (CA) and the Junior School

Certificate Examination (JSCE), being coordinated by the Federal Ministry of Education (if

owned by Federal Government) or State Ministry of Education (if at the state level). A child thus

has to write the Junior School Certificate Examination (JSCE) at the end of this phase while a
child with the minimum number of passes in the subjects in the curriculum including English

Language and Mathematics (varies across the states) qualifies to be promoted to the Senior

Secondary (SS) phase where he/she will be trained for additional three years. When a child fails

the JSCE (i.e. fails to obtain the minimum passes including English Language and Mathematics)

he/she is expected to enroll in technical college, an out-of-school vocational training centre or

apprenticeship programme (Ige, 2014).

Individual attention in smaller classes, play an active role for students, and beneficial effects on

the quality of teaching (Sampson, 2012). It is obvious that in small classes students were more

likely to interact with their teachers, on one-on-one basis and the teacher more often attends to

the students. The trend towards individualization in small classes did not seem to be indicative of

a passive role for children; the opposite seemed more likely, that is, children in large classes

spend less time actively interacting with the teacher in terms of responding or initiating

(Sampson, 2012). This suggests that class size may affects the amount of individual attention, the

immediacy and responsiveness of teachers to children, the sustained and purposeful nature of

interaction between teachers and students and sensitivity to individual children’s particular

needs.

Nigeria Educational Research Council (2006) published a review of 41 studies of the effects of

class size, concluding that reducing class size alone would not increase student achievement.

In classes of 25-34 pupils at the primary level, the studies show some support for the hypothesis

the smaller classes are related to higher achievement, particularly if the pupils are socially or

economically disadvantaged or remain in small classes for at least two year (NERC, 2006).
Inspite of the importance of Mathematics, there is a general low-level of student performance in

Mathematics examinations; therefore the class-size has been identified as the cause of this low

performance. As class size increases, achievement decreases on students who would score at

about 63 percentile in a Mathematics test when taught individually and would score at about 37 th

percentile (when taught) in a class of 40 students. A follow-up study by the Educational

Research Development Council using meta-analysis was published in 2000. Non-achievement

effects on class size such as effects on students, effect on teachers, and effects on the

instructional environment and processes ever investigated.

The results indicated that decreasing class size had a beneficial effect on the classroom

environment. In the review, class size was shown to have a more “substantial effect” on teachers

than on students or the instructional environment. The effect of class size was more significant

for students below the age of twelve (NERDC 2002).

Filby (2000) published “what happens in smaller classes?” A summary report of Filby, reported

that teacher attitudes improved in smaller classes. Teachers in reduced class size environments

were able to reach a child and help him/her when the help was needed, in larger classes the

teachers felt that they could not get there to help. These teachers stated that with large class

assignment, the workload was heavy and overburdened.

When such overloading decreased, the teachers were able to relax more, feel less frustrated, and

were able to create a more positive learning climate that also discourage classroom disruptions.

They found that the attention rates for students increased as class size decreased. The range of

those paying attention was increased from 56 percent in large classes to 72 percent in the smaller

classes.
The increased attention span meant less time attending to students’ need or causing disturbances

in the classroom. The researchers suggested that the class size reductions alone do not

necessarily bring about change. However, teachers experience improve teaching conditions, and

this development brings about greater enthusiasm on the part of teachers. Such enthusiasm can

lead to changes that benefit everyone. Teachers usually do what they are inclined to do anyway

however; smaller classes allow them to do a better job. This was supported by an earlier teacher

survey. The Nigeria Research Council Conducted a teacher opinion poll in 2000. It reported that

more teachers named lowering class size than any other item as the one improvement that would

create better teacher morale and jobs satisfaction. Teachers also saw improvement in the

behaviour of students, increased productivity, and more hand-on participation learning.

Research has begun to focus upon what actually happens in smaller classes as opposed to larger

ones. The ministry of Education in Nigeria as concerned with this question in a two-year study

posits that students from the fourth year be assigned in the first year, to some thirty-four different

classes, others; sixteen, twenty-three and thirty seven students.

During the second year they were all reassigned to different sized classes. This allowed the re-

searchers to study the same students and the same teachers in different settings and to observe

changes in classroom processes. The overall findings indicate that even though class size did not

change the degree of individualized instruction, the teacher did spend up to twice as much time

per student in the reduced size classes (Klein, 2008).

The revised National Policy on Education (2004) stipulates the maximum number of students in

each class in secondary school to be 30-40 students. For effective teaching, teacher/student ratio

should conform to this stipulated order. Today class size has bloated due to explosion of
population of children of school age. There is a limit to which a teacher can effectively control

anything more than that which may affects the attainment of school objectives. This spurs the

researchers into carrying out this research on the influence of class size to the teaching and

learning of Mathematics in Olamaboro Local Government area of Kogi State.

1.2 Statement of the Problem

With the geometrical increase in students enrollment in our junior secondary schools with

corresponding arithmetic increase in the staff strength, the research is worried on; Teacher’s

ability to manage and teach a class with many students of about 40-60, the difference in time

spent on teaching or instructional activities overall, time in individual, group, and class contact

and individual attention from teacher in large or small class, Teacher’s ability to cope with

proximity i.e if teachers can go with the students individually and the difference between

teachers in large and small classes in more qualitative dimensions of teaching and concentrating.

In attempt to provide solutions to the above variables the researcher tend to investigate the

influence class size has on teaching and learning of Mathematics in Olamaboro Local

Government area of Kogi State.

1.3 Purpose of the Study

The main purpose of this study is the influence of class size to the teaching and learning of

Mathematics in Olamaboro Local Government area of Kogi State. The specific objectives are to;

1. Find out students’ ability in learning mathematics when the class size is below 40 students

2. Find out if teachers do teach more effectively when the class-size is below 40 students

1.4 Research Questions

For the purpose this study, the following research questions were posed.
1. Do students learn better when the class size is below 40 students or when the class size is

above 40 students?

2. Are teachers more effective in teaching mathematics when the class size is below 40 students

or above 40 students

I.5 Research Hypotheses

The following hypotheses were formulated and tested at 5% level of significance

1. There is no significant difference between student’s ability to learn mathematics when the

class size is below 40 students or above 40 students.

2. There is no significant difference between effective teaching of mathematics when the class-

size is below 40 students or above 40 students

1.6 Significance of the Study

The research work may be beneficial to these groups: the mathematics students, the teachers and

the school administrator. The research will expose the students to see reason in what they are

supposed to be doing and needs to receive maximum attention in form of supervision at all time

from their teacher. Above all, it will enable them to understand, appreciate mathematics, live

meaningfully and effectively especially in this age of science and technology.

Also, the research work will also enable the teachers to know their students problems and help in

solving such problems. At the same time give students the correct assessment when the need

arises. This will expose the teachers to the needs to follow the stipulated policy of student per

teacher ratio (i.e students/teacher ratio) as stipulated in the national policy of Education.
Finally, this study will let the school Administrator to understand the influence of large class size

and small class size on the performance of students in mathematics, hence will allocate

appropriate teacher students ratio per class.

1.7 Scope of Study

This research work is carried out in Olamaboro Local Government Area, Six secondary schools

were selected and taught the topic Number Base System in mathematics to determine the effect

of class size on the teaching and learning in the schools.

1.8 Operational Definition of Terms

For the purpose of the study the following terms have been defined within the context of the

study.

Learning: This is referred to as the process of change in behaviour as a result of teaching.

Teacher: A professionally trained person who transfers or impacts knowledge to a learner.

Student: This is referred to a learner in the secondary and tertiary institution

Influence: Refers to a person or thing that affect someone in an important way. It can be

positive, negative or even both.

Mathematics: The science of reasoning and computations. It is the science or study of numbers,

quantities or shapes. It is the language that help us to describe the ideas and relationships drawn

from the environment. Mathematics enable one to make the invisible to be visible, thereby

solving problem that would be impossible otherwise.

Class size: Refers to the number of students a teacher faces during a given period of instruction