Abstract

EFFECT OF CLASS SIZE AND SCHOOL LOCATION ON SENIOR SECONDARY SCHOOL STUDENTS? ACHIEVEMENT IN MATHEMATICS

1ANIBUEZE CHIGOZIE .O., 2AYOGU DAVID .I. AND 3ABUGU GEORGINA .N.

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Abstract The aim of this study was to determine the Effect of Class Size and School Location on Senior Secondary School Students? Achievement in Mathematics for Technological Development. This study was guided by three (3) research questions and three (3) research hypotheses, were tested at 0.05 levels of significance using the Student?s t-test. The study was an inferential survey design, which sampled 933 Senior Secondary School 3 (SSS 3) students in Enugu Education zone of Enugu state. The 2016 West African Senior Secondary School Certificate Examination (WASSCE) mathematics objective paper formed the instrument used for data collection. The instrument was found to be reliable by the reliability coefficient of 0.84 using the Kuder-Richardson formula method (K-R 20). The researchers did not consider it necessary to determine the validity of 2016 West African Senior Secondary School Certificate Examination (WASSCE) mathematics objective paper, since that the instrument is a standardized test whose validity had already been established by the West African Examination Council (WAEC). The study discovered that students in large classes perform better than the students in small classes, there was no significant difference between the mean achievement scores of Senior Secondary rural and urban school students in Senior Secondary Certificate Mathematics Examination and there was no significant difference between the mean achievement scores of Senior Secondary Male and female students in Mathematics. Hence, the study recommended that the school authorities, government and heads of school management boards should improve the class size arrangement. Secondly, mathematics teachers and other educational stakeholders should encourage both male and female students to work harder in Mathematics. They should ensure that there is no gender discrimination in Mathematics lesson class or department. Finally, Ministry of Education should provide adequate and appropriate resource materials to the schools both in rural and urban areas evenly in order to enhance students? Mathematics achievement since rural and urban students taught do not differ in their mean achievement scores.

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