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Full Project – EFFECT OF CLASS SIZE ON THE TEACHING AND LEARNING OF MATHEMATICS IN PRIMARY SCHOOL IN ANAMBRA STATE

Full Project – EFFECT OF CLASS SIZE ON THE TEACHING AND LEARNING OF MATHEMATICS IN PRIMARY SCHOOL IN ANAMBRA STATE

Educational Administration and Planning Research Project
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Click here to Get The Complete Research Project Chapter 1-5

Full Project – EFFECT OF CLASS SIZE ON THE TEACHING AND LEARNING OF MATHEMATICS IN PRIMARY SCHOOL IN ANAMBRA STATE

Click here to Get this Complete Project Chapter 1-5

CHAPTER ONE

 

INTRODUCTION

 

1.1         Background to the study

 

Mathematics has long been considered as the scientific language. It is a critical discipline in the development of logical thinking and a critical tool for achieving practical goals. Mathematics concepts are applicable to the solution of issues in applied engineering (Andre, 1985). Mathematics is critical to the job of national development. It is a means through which economic, social, political, scientific, and technical changes can be effected. To accomplish these educational aims, instructors must be efficient in their tasks and be assigned a manageable and appropriate class size of 35 pupils to teach mathematics effectively (Balogun, 2002). The history of knowledge and a large portion of growth in science and technology have been aided significantly by the use of mathematical understanding and processes.

The function mathematics plays in the realization of scientific ability is widely established, and any culture concerned about technological development must be serious about mathematical education and learning. Many pupils consistently neglect mathematics, even though they are aware that it is required to solve issues in the field of science. They assert that if it were feasible to skip mathematics entirely, they would have done so in favor of continuing their studies in science. As a result, individuals develop a negative attitude toward mathematics study, which appears to have an effect on their performance in the sciences. Because pupils have already conditioned their minds to believe that mathematics is impossible to understand, they will always struggle to master the subject matter, regardless of how hard they try (Uhumuavbi and Umoru, 2005). The researcher believes that something must be done to alter pupils’ unfavorable attitudes about mathematics learning. There is a need to pique kids’ interest in mathematics

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