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Questionaire

This document contains a questionnaire for respondents regarding the effect of class size on teaching and learning mathematics. The questionnaire has three sections: Section A collects personal data from respondents such as age, education level, and gender. Section B asks respondents to indicate their level of agreement with statements about whether students learn better in large (above 40 students) or small (below 40 students) classes. Section C focuses on teachers' effectiveness in teaching mathematics in large versus small classes. The researcher randomly selected 110 teachers from 10 secondary schools to complete the questionnaire.

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109 views3 pages

Questionaire

This document contains a questionnaire for respondents regarding the effect of class size on teaching and learning mathematics. The questionnaire has three sections: Section A collects personal data from respondents such as age, education level, and gender. Section B asks respondents to indicate their level of agreement with statements about whether students learn better in large (above 40 students) or small (below 40 students) classes. Section C focuses on teachers' effectiveness in teaching mathematics in large versus small classes. The researcher randomly selected 110 teachers from 10 secondary schools to complete the questionnaire.

Uploaded by

Emmanuel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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QUESTIONNAIRE FOR RESPONDENTS

INSTRUCTION:
Please indicate your choice with a tick [√] in the corresponding box for such statement which
mostly indicates your feelings about the issue raised, given the following alternative as your
guide.
SECTION ‘A’
Personal Data:

School:_______________________________________________________________________

Age: 18 – 25 [ ] 26 – 35 [ ] 36 – 45 [ ] 46 – 50 [ ]

Education: NCE [ ] B.Sc. Ed [ ] M.Sc. Ed [ ]

Sex: Male [ ] Female [ ]

SECTION ‘B’: Do students learn better when the class size is below 40 students or when the
class size is above 40

Strongly Agree (SA) Agree (A) Disagree (D) Strongly Disagree (SD)
S/No Items SA A D SD
1 Students learn better in large classes. (class above 40)

2 Large class size affects the student’s academic


performance negatively
3 Students learn better in small classes (class below 40)

4 class size has a direct effect on the quality of teaching


and instructional delivery
5 Large class size leads to disruptive and inattentive
behaviour
6 Large class size are difficult to manage and this makes
teaching and learning ineffective.
Section ‘C’: Are teachers more effective in teaching mathematics
SA A D SD
7 Students in small classes display less disruptive
behaviour and teachers spend less time on discipline
8 Students in small classes are much more likely to
interact with their teachers rather than to listen
passively
9 Teachers can easily manage small class in the
delivery of instruction.
10 Teachers’ effectiveness is more significant in large
class size than small class size.
11 Large class size does not allow teachers to give
students individual attention
12 Small class size increases teachers work load
because the teachers will have more classes to teach
as the class size is reduces and more classes created
thereby making teachers ineffective
13 With large class size, a teacher finds it difficult to
vary teaching methods because of the lack of
instructional

The researcher randomly selected (10) ten secondary schools for the study with a total number of
one hundred and ten (110) teachers from the selected schools. The sample consists of eleven (11)
teachers from each of the selected schools. In selecting the sample for the study, random
sampling technique was adopted. In each school, teachers were asked to pick squeezed papers
and those whose papers were marked “yes” were qualified to participate in the study and vice
versa.
The subject of the study were served with the researchers questionnaire, which was fully
constructed to draw out relevant information on the researchers’ questions about the effect of
class size on the teaching and learning of mathematics in Olamaboro Local Government Area.

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