Class Size and Mathematics Achievement in Nigerian Basic Schools: A Comparative Study

Class Size and Mathematics Achievement in Nigerian Basic Schools: A Comparative Study

Akanmu, Morenikeji Alex, Ph.D 

Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0319

Received: 23 May 2025; Accepted: 06 June 2025; Published: 10 July 2025

ABSTRACT

Concerns on pupils’ achievement in Mathematics in recent times are largely due to class size and other factors. Stakeholders are equally worried on the need to have enabling classroom environment particularly on class size.  Consequently, this study investigated the relationship between class size and pupils’ achievement in mathematics in the Nigerian Basic Schools in Abeokuta metropolis of Ogun State.  The study was guided by four research questions and two null hypotheses that were tested on a 0.05 level of significance. The study was descriptive research of survey type.  Researchers’ designed questionnaire validated by experts was used as instrument for data collection. A total of twenty teachers each were randomly selected from public (108 schools) and private (93 schools) basic schools in Odeda Local Government, Abeokuta, Ogun State, Nigeria. Also, a total of 262 pupils from the sampled schools participated. The data collected were subjected to a descriptive analysis using frequency and percentages.  Means and standard deviations were used to answer all the research questions. The hypotheses were tested using chi- square.  Results indicated that there is a significant difference in the academic performance of pupils from small class sizes (p<0.05) in Mathematics throughout the three terms that were analyzed compared to their counterparts in large class sizes.  The results also revealed that the pupils from private schools recorded significantly (p<0.05) better grades in Mathematics throughout the three terms that were considered compared to that of public-school pupils. Considering the gender, the result revealed that a higher proportion of pupils (irrespective of their gender) from large class size had poor grade compared to that of small class size (X² = 90.18, df = 5, p = 0.000), (X²= 40.03, df = 5, p = 0.000).  In the same vein, a high proportion of pupils (irrespective of their gender) from small class size performed above average when compared with those from large class size.   It is recommended that observing the prescribed class size as stated in the National Policy of Education is the way to go as size has a significant influence on the academic performance of pupils at basic school level.

Keywords: Achievement, Basic Schools, Class size, Mathematics

INTRODUCTION

In Nigeria, like other developing countries of the world, government appreciates the vital role that education plays in equipping its citizens in terms of creative potentials, skills, mental, physical and social abilities and competencies to empower the individual to live in and contribute positively to the development of their society (National Policy on Education, 2013). Presently, Nigeria’s system of education is 9:3:4 in which pupils/students as the case may be are required to have a successful completion of 9 years formal Basic Schooling (which involves 6 years Primary and 3 years Junior Secondary Education); 3 years Post Primary Education (Post Basic Education) and a minimum of 4 years Tertiary Education (National Policy on Education, 2013).

Consequently, Basic Education is regarded as a major foundation for social-economic and political   development of any nation (UNESCO, 2005). The development of the skills and knowledge of the people of a nation through the education process constitutes one of the prerequisites for national development.  UNESCO (2006) states that, most of the pupils that go through Basic Education in developing countries fail to master the basic cognitive skills as shown by the poor performance in Basic School Examination. Richard (2013) submitted that there are many factors which could affect pupils’ performance directly or indirectly.  Some of these factors are part of the intricate web that affects the operation within the school itself. These factors which include but not limited to: leadership and decision making, school culture and climate, teacher behavior, pupil behaviour, parental support and involvement, socio-economic background of the pupils and poor management of finances and inadequate school facilities. One of the factors within the school culture and climate is spontaneous increase in school population which in turn increases the class size of the pupils, thus making the performance of the pupils an issue. The situation threatens the process of teaching and learning and intensifies the need to have adequate classrooms to solve the problem of the overgrowing student population in secondary schools.

According to Owoeye (2011), class size has become a phenomenon and subject of discussion in the educational literature as it influences pupil’s feelings and achievement. It also bothers on administration, quality of services and school budgets. Class size is almost an administrative decision over which teachers have little or no control.  The first issue that calls for immediate clarification is what number of students should constitute a large class size and what should be described as a small class size? In describing a small class size, Yara (2011) observed that they have few teachers with small pools of talent; offer limited range of subjects and characteristically finding it hard to justify costly investment on libraries, their pupils lack competition and interest with relatively few peers as they get stuck with same teacher for an entire school career.

The description appears to be an anti-type of what obtains in large group. Large school/class size on the other hand is often impersonal, having broader curricula with teachers being given wider support, while students may suffer discipline problems as teachers cannot get to know their students very easily (Owoeye, 2011). In terms of numerical strength, the National Policy on Education (2013) specified 25 in pre-primary, 35 in primary and maximum of 40 in secondary schools. These directives appear unrealistic in urban areas as a result of high population. From available studies, the size of large classes ranges from 30-300 and small from 8-45 (Yara, 2011).  Owoeye (2011) analyzing the inter-relationship of intelligence, achievement and socio-economic status of schools concluded that school location among other variables was directly related to mean achievement level of students in all the sampled subjects, especially, mathematics. Mathematics, as a subject, at different levels, affects all aspects of human life.

Mathematics is seen by society as the foundation of scientific technological knowledge that is vital in social economic development of a nation (Justice, Osei & Daniel, 2015). Unfortunately, students’ achievement in this important subject over the years has maintained low ebb at the primary, secondary and tertiary levels of education. Mathematics as an embodiment of knowledge, skills and procedures can be used in a variety of ways. It can be used to describe, illustrate and interpret, predict, explain patterns and relationships in numbers in order to convey and clarify meaning of various issues in life (National Council for Curriculum and Assessment, 2005).

The Nigerian government has underscored the importance of mathematics literacy in educational institutions. Having recognized the role of mathematics in national development, the Nigerian government has made Mathematics compulsory in Basic and Post Basic Schools under the 9:3:4 system of education. As such, students’ performance in Mathematics and Sciences is of great concern to stakeholders. Across the globe scholars such as Nirashnee (2015); Cortes et al. (2012); Olaleye et al. (2017); Mweru (2010), Jennifer (2010), Monks and Schmidt (2010), Jehangir (2012), Kerr (2011), Adede (2012), Kufi (2013), Mulryan-Kyne (2010) and Chingos and Whitehurst (2011) have attempted to establish the influence of class size on effective learning and learning outcomes.

Kusi and Manful (2019) investigated class size and students’ academic performance in selected Nursing and midwifery training colleges. The study was carried out in the central region, of Ghana. Qualitative and quantitative methods were used for data gathering. The findings indicated that the relationship between class size and academic performance was inversely related and thus students in large classrooms performed poorly compared to those in small class sizes. Cortes et al. (2012) posited that class size affects students’ performance, due to problems of indiscipline and mis-behaviour in large classes. The students in the small classes recorded great and high marks than their counterparts in the large classes.

Monks, and Schmidt (2010) in their study investigated the impact of class size on students outcomes in higher education. Additionally, this study investigated the importance of students’ load (total number of students taught across all courses) in educational outcomes. The findings revealed that both class size and students’ load negatively impacted students’ assessments of courses and instructors.

Statement of the Problem

In recent time, stakeholders are faced with the challenge of pupils’ performance in Mathematics in Basic schools.  Ojimba (2012) opined that without Mathematics, there is no science and without science there is no modern technology and there cannot be a modern society without modern technology. Researchers such as Michael (2016) and Wayonyi (2010) have attempted to identify the factors that affect performance of pupils in Mathematics in Basic schools. Michael (2016), identified large class size and inadequacy of resources both human and physical affecting the performance of students in Mathematics.

On the other hands, Wayonyi (2010) opined that adequacy of instructional resources offers opportunities to the teachers to make learning more effective, lack of instructional resource imposes restriction, which may mean that the learners cannot be taught by methods that would otherwise be most suitable. The researcher stated that overcrowding of students in a single classroom reduces the effectiveness of the teacher in enhancing an effective instructional process. It was also noted that truancy, unruliness, noise-making, and attention of learners especially the slow learners were factors associated with large class size.

The researchers however were unable to establish the importance of class size on the teaching and learning of Mathematics in Private and Public basic schools. This study therefore focuses on the assessment of vagueness and fact nature of class size and its influence on pupils’ achievement in mathematics in the Nigerian basic schools.

Purpose of the Study

The aim of this study was to investigate the fact nature or otherwise of class size and its influence on pupils’ achievement in Mathematics in Basic Schools.  Specifically, the study investigated:

1. Whether or not class size have any influence on students’ achievement in Mathematics
2. Whether pupils’ achievement in mathematics in private or public basic school differs with respect to their relative class sizes.
3. Whether there is any difference in the achievement levels of the two extremes of large and small Mathematics classes.
4. Whether there is difference in the achievement between male and female pupils in small and large class size.

Research Questions

The research questions that guided this study were:

1. Is there any influence of class size on students’ achievement in Mathematics?
2. Do pupils in private basic school perform better than pupils in public basic school in Mathematics with respect to their relative class sizes?
3. Is there any difference in the achievement levels of the two extremes of large and small Mathematics classes?
4. Is there any difference in the achievement between male and female pupils in small and large class size?

Research Hypotheses

The following research hypotheses were formulated to guide the study:

H0₁: There is no significant influence in the achievement of pupils in small and large class when taught Mathematics.

H0₂: There is no significant difference in the scores between male and female pupils in small and large Mathematics classes.

RESEARCH METHODS

This section presents the methods or procedures adopted in carrying out this study.  This study is a descriptive research of survey type.  The justification for the choice of this research type was due to the fact that this study attempted to develop a representative picture of the attitude and characteristics of class sizes.  The population of this study covered all the 93 private and 108 public basic schools in Odeda Local Government, Abeokuta, Ogun State, Nigeria.  A total number of 20 Basic Schools (10 Public and 10 Private) were selected by simple random sampling with their respective class sizes and achievement in mathematics for the session. It should be noted that classes with up to 35 pupils were classified as small class size; while class with over 35 pupils were classified as large class size.  The questionnaire adopted was designed for the mathematics teachers to elicit responses on class size and academic achievement of pupils in Mathematics.

Research Instrument

The instrument for data collection for this study was a structured questionnaire. The questionnaire consisted of three parts, section A deals with bio-data of the teachers developed by the researcher from existing records and Section B comprised of questions in relation to the purposes of the study while section C is a profoma of 1st, 2nd and 3rd term results of the pupils from the sampled schools emphasizing class sizes as recorded in the broad sheets of the selected schools for the session.

The researcher personally visited the sampled schools on different days to administer the instrument for data collection. It took the researcher five (5) good working days for data collections. A total number of 40 copies of the bio-data forms were distributed at the different schools. The researcher sought the approval of the head teachers to distribute the questionnaire, explained the procedure to the teachers and obtained copies of 1st, 2nd and 3rd term examination results in Mathematics of the sampled schools. The graded academic performances in the broadsheets (100 – 0) were assigned points as follows: 100 – 80 =Excellent; 79 – 70 = Very Good; 69 – 60 = Good;     59 – 50 = Average; 49 – 40 = Fair and 39 – 0 = Poor.

Data Analysis Techniques

The collected data was statistically analyzed using descriptive and inferential statistics.  Each of the research questions was treated using chi-square statistics and the null hypotheses were tested at 0.05 significant level.  The results of data collected and its interpretations were based on inferential statistics using Statistical Package for Social Sciences (SPSS) for the analysis.

Data Analysis and Results

The data analysis was presented in two sections: Demographic data of the respondents and presentation of Results. All the research questions were answered and data analyzed using chi-square statistics at 0.05 alpha levels.

Demographic Data of Respondents

The respondents (teachers), 10 each, were drawn from basic schools (private and public). Majority of the respondents (52.5%) possessed B.Sc/B.Ed, followed by 30% that possessed N.C.E, while 2.5% of the respondents possessed O.N.D certificate (Table 1). Furthermore, the percentage of teachers with B.Sc/B.Ed certificate was higher in the private schools (65%) compared with that of the public school (40%), while public schools has more N.C.E. teachers compared to that of the private (Table 2).

Majority of the respondents (60%) claimed that Mathematics was their area of specialization, only 5.0% claimed to specialize in Mathematics related courses, while about 35% claimed to specialize in other courses that are not related to Mathematics, yet teaching Mathematics. In comparison, more of the private school teachers (80%) claimed that Mathematics was their area of specialization while only 40% of the public school teachers claimed that Mathematics was their area of specialization (Table 2).

More of the respondents were male teachers (72.5%), 47.5% of the total population of the respondents teach basic primary 3, 62.5% of the respondents teach small classes, and 30% of the respondents claimed to have teaching experience of about 6-10 years. (Table 1).

Table 1 Personal characteristics of the Respondents (Teacher)

Table 2 Qualification and Area of Specialization among Private and Public schools

Demographic Characteristics of Pupils

Mathematics results of a total of 262 pupils for the first, second and third terms of the session under consideration were assessed from both Public and Private Basic Schools. Furthermore, the public schools pupils were more compared to that of private schools. The twenty classes assessed from public schools were large, while the twenty classes assessed from the private schools were small. A total of 120 (45.8%) of the pupils were from primary three and 142 (54.2%) of the pupils were from primary six.  However, majority of the pupils (52.3%) were male while the remaining 47.7% were females (Table 3).

Table 3 Demographic Characteristics of Pupils

Research Question 1: Does class size have any influence on students’ achievement in Mathematics?

On the basis of class size, large class results in workload for teachers, less one-on-one interaction with the pupils has the most perceived effect (mean = 2.50, sd = 0.51) on pupils’ achievement while large class size contributes to pupils’ poor achievement in Mathematics has the least perceived effect  on pupils’ achievement (Table 4).

Table 4 Perceived Effect of Class Size on Pupils’ Achievement

Research Question 2: Do pupils in private basic school perform better than pupils in public basic school in Mathematics with respect to their relative class sizes?

Considering school type, it was deduced from the findings that the population of pupils in public schools has higher perceived effect (mean = 2.62, sd = 0.54) on pupils’ achievement while the school type affects pupils’ achievement especially in mathematics recorded lower perceived effect (mean = 1.78, sd = 0.77) on pupils’ achievement (Table 5).

Table 5 Perceived Effect of School Type (Private or Public) on Pupils’ Achievement

Research Question 3: Is there any difference in the achievement levels of the two extremes of large and small Mathematics classes?

Comparison of Mathematics grades for First, Second and Third terms between Public and Private Basic Schools.

The results revealed that the pupils from private schools recorded significantly (p<0.05) better grades in mathematics throughout the three terms under consideration.  Furthermore, 39.7% of the public schools pupils had poor grade compared to those in private school pupils (7.4%).  It was deduced that higher percentage of pupils from large class size had poor grade compared to that of small class size.  In the same vein, a higher percentage of pupils from small class size performed above average when compared with those from large class.

Table 6 Comparison of Mathematics grades for First, Second and Third terms between Public and Private Basic Schools

Research Hypothesis One

H0₁:     There is no significant influence in the performance of pupils in small and large class when taught Mathematics.

The results revealed that the pupils from small class size recorded significantly (p<0.05) better grades in Mathematics throughout the three terms that were analyzed.

Table 7 Chi-square test Comparison of Mathematics grade for 3 terms between Primary Three and Primary Six Classes 4

Research Question 4: Is there any difference in the achievement between male and female pupils in small and large class size?

The results revealed that the male pupils from schools recorded significantly (p<0.05) better grades in Mathematics throughout the three terms that were analyzed irrespective of the classes.

Research Hypothesis two

H0₂:     There is no significant difference in the scores between male and female pupils in small and large Mathematics classes

The analyzed results revealed that the male pupils recorded significantly (p<0.05) better grades in Mathematics throughout the three terms 2017/2018 that were analyzed (Table 8). Considering the male pupils results, a higher percentage from large class size had poor grade compared to that of small class size(X = 90.58, Df = 5, p = 0.000). In the same vein, a high proportion of male pupils from small class size did well above average when compared with those from large class size (Table 8). Also, a higher proportion of the female pupils from large class size had poor grade compared to that of small class size (X = 40.03, Df = 5, p = 0.000).  More so, a high proportion of the female pupils from small class size did well above average when compared with those from large class size (Table 8).

Table 8 Comparison of Mathematics grade for 3 terms between gender and class size

DISCUSSION OF FINDINGS

In discussing the findings emanating from the hypotheses tested, the results revealed and as indicated in Figures 1, 2, 3 and Tables 3 and 15, that there exist significant difference in the achievement of pupils in small and large class when taught mathematics.  The findings of the study is therefore in accordance with Warue and Guaranti (2005) Nirashnee (2015); Cortes et al. (2012) study, teachers, where they have the choice, prefer smaller classes because it is expected that smaller classes lead to better teaching and learning. In smaller classes, it is relatively easy to manage pupils and they offer better opportunity for teachers to pay attention to individual pupil or have close monitoring for the pupils’ progress for a better achievement in examinations.

The study is also in agreement with the study of Kusi and Manful (2019) and Cortes et al. (2012) who investigated class size and students’ academic performance. Qualitative and quantitative methods was used to collected data from the field. The researcher used questionnaires and interviews specifically semi-structured interviews to get data from the participants. The findings indicated the relationship between class size and academic performance was inversely related and thus students in large classrooms performed poorly compared to those in small class sizes. The researchers concluded that class size affects student performance, due to problems of discipline and misbehaviour in large classes. The students in the small classes recorded great high marks than those in the large classes. According to these researchers, learners in smaller classes learned more as they did not experience disruption during lessons. Participation in learning activities and group work in the smaller classes contributed to the higher scores, and resulted in sound discipline, whereas in the larger classes, learners scored lower marks, and disruptive behaviour made it difficult for teachers to manage these classrooms. From their findings, it appeared as if learners in one classroom increased the incidences of disruptive behaviour. If one or more students behave badly, the learning activities of all the learners in the class are influenced.

However, Table 8 revealed that, there is no significant difference in the scores obtained between male and female pupils in both the small and large Mathematics classes.   The result revealed that a higher percentage of male and female pupils from large class size had poor grades compared to their counterparts in small class size. Thus, these findings agree with Tuncay & Omar, (2009), Cortes et al. (2012), Olaleye et al. (2017), Jehangir (2012), Kerr (2011), Adede (2012), Kufi (2013) and Chingos and Whitehurst (2011), Kusi and Manful (2019), that there is no significant gender difference in understanding Mathematics concepts.

CONCLUSION                                           

Based on the results, it can be concluded that most teachers prefer smaller classes to larger ones (Table 4). Manageable class size enables teachers to utilize accordingly the instructional facilitation methods as opposed to a large class size which may lead to the use of the lecture method as the key instructional facilitation method and unsuitable for students.  Hence there exist a positive link between pupils’ achievement and class size as indicated in Table 7. Most teachers perceived pupils’ achievement and improved pupils’ behaviour as a link to decreased class size irrespective of the school type and gender (Tables 8). Based on findings it is concluded that large class size leads to an imbalanced teacher-students’ ratio which eventually results in poor students’ academic excellence.

RECOMMENDATIONS

Based on the findings of this study, following recommendations were made:

1. Nigeria Educational policy makers should ensure faithful implementation of the existing policy on teacher-pupil ratio 1:35 as stated in the National Policy on Education (2013) especially in public primary schools.
2. Government should provide enough classrooms for schools to accommodate the teacher-pupils ratio in order to ensure easy classroom management and control, thus improve the outcome of the learning and performance of pupils in mathematics.
3. The Parent Teacher Association (PTA) and other stakeholders are also implored to compliment the efforts of the government to boost the performance of pupils in mathematics in the provision of adequate facilities in terms of classroom and necessary instructional materials.
4. Government should establish more schools to cater for the continuous increased enrolment experience by Nigeria public primary schools to ascertain proper and adequate implementation of the teacher-pupil ratio.
5. Proper and adequate update of record of performance of pupils at the primary school especially public schools should be kept to ensure review of pupils’ performance in mathematics regularly.

REFERENCES

1. Adede, K. O. (2012). Impact of school infrastructure on the provision of quality education in public secondary schools of Nyakach District, Kenya. Unpublished thesis retrieved from http://erepository.uonbi.ac.ke: on 28th June 2023.
2. Adino, A. (2015). Factors influencing students’ performance in Mathematics in Kenya Certificate of Secondary Education in Public Secondary Schools in Butere Sub County, Kenya. Unpublished M. Ed Thesis.  University Of Nairobi.
3. Babatunde, A. M. (2015). Influence of Class Size, Teacher Variables and School Location on Academic Performance among Senior Secondary School Students in Kaduna State,  Unpublished M. Ed. Thesis, Ahmadu Bello University, Zaria.
4. Chingos, M., & Whitehurst, G. J. (2011). “Class Size: What Research Says and What it Means for State Policy.” Brookings Institute. Education Sector Performance Report (2017/2018) Tanzania Mainland Draft for distribution. Retrieved from http://www.brookings/edu/research/papers on June 28th, 2023.
5. Chingos, M. M. (2013) Class Size and Student Outcomes: Research and Policy Implications. Journal of Policy Analysis and Management 32(2), 411–438
6. Christopher, E. U. (2016). Effect of Class Size on Student Achievement in Secondary School.  Walden University, Review of Educational Research, 73(3), 321-368
7. Christopher, J. (2015): Class Size versus Students’ Achievement. University College, Dublin.
8. Cortes, K. E., Moussa, W. S. & Weinstein, J. M. (2012). Makingthe grade: The impact of classroom behavior onacademic achievement. Paper presented at theAPPAM Fall Research Conference, Baltimore, MD, 8-10 November. (1) (PDF) “We can’t believe what we see”: Overcrowded classrooms through the eyes of student teachers. Available from:https://www.researchgate.net/publication/303742409_We_can’t_believe_what_we_see_Overcrowded_classrooms_through_the_eyes_of_ student_teachers [accessed June 28 2023].
9. Jehangir, S. (2012). The impact of overcrowded classroom on the academic performance of the students at secondary level. International Journal of Research IN Commerce, Economics & Management, 2 (6).
10. Jeremy, D. F. & Gina, M. P. (2010). The “Why’s” of Class Size: Student Behavior in Small Classes. University at Buffalo, State University of New York
11. Justice, E., Osei, K. A. & Daniel, N. (2015). Factors influencing Students’ Mathematics Performance in some selected Colleges of Education in Ghana.  International Journal of Education Learning and Development 3(3), 68-74,
12. Kerr, A. (2011). Teaching and Learning in Large Classes at Ontario Universities: An Exploratory Study. Toronto: Higher Quality Council of Ontario.
13. Kufi, E. F. (2013). The role of different stakeholders in Ethiopia in the improvement of educational quality. International Journal of Research Studies in Education, 2 (1): 11-24.
14. Kusi, H., and     Manful,    O.  (2019).  Class   Size   and   Academic Performance of Students In Selected Nursing And Midwifery Training Colleges in the Central Region, Ghana. Advances in Social Sciences Research Journal, 6(9), 224–246. https://doi.org/10.14738/assrj.69.7107
15. Leah, B. (2011). The Effect of Class Size on Academic Achievement at a Selected Institution of Higher Learning. Unpublished M. Ed. Thesis, University of South Africa.
16. Michael, T. T. (2016). The role of school management teams in managing factors that influence learner academic performance in grade 12 examinations in Kwazulu-natal. Unpublished Master’s thesis retrieved from https://pdfs.semanticscholar.org/ on 11th August 2020.
17. National Policy on Education (2013) 6^th
18. Nnaji, A. I. (2009). Effect of Class Size on Senior Secondary School Students’ Performance in Essay Writing in the English Language. Unpublished M. Ed. Thesis University of Nigeria, Nsukka
19. Okafor, M. A.O. (2010). Primary School Teachers’ Mastery of Number Base System in Universal Basic Education (UBE) Mathematics Curriculum. Unpublished M.Ed. Project University of Nigeria, Nsukka.
20. Olaleye, F. O., Ajayi, A., Oyebola O. B. & Ajayi, O. A. (2017). Impact of Overcrowded Classroomon Academic Performance of Students in Selected Public Secondary Schools in Surelere Local Government of Lagos State, Nigeria. International Journal of Higher Education and Research,7(1), 110-132. www.ijher.com.
21. Olatunde, Y.P (2010). Class size and Students’ Mathematics Achievement in Senior Secondary Schools in Southwestern Nigeria. Journal of the Social Science 5(2), 108-112.
22. Owoeye, J.S & Yara, P.O (2011). Class Size and Academic Achievement of Secondary School Students in Ekiti State, Nigeria. Journal of Asian Social Science 7(6), 184
23. Richard, R. (2013). Factors affecting Pupils’ Performance in Public Primary Schools at Kenya Certificate of Primary Education Examination (KCPE) in Emgwen Division, Nandi District, Kenya.  Unpublished M.Ed. Thesis, University of Nairobi.
24. Sali, K. Y. (2021). Ananalysis of Primary and Secondary school enrolment and inclusive Growth in Nigeria. International Journal of Academic Research in Economics and management and Sciences, 10(4), 99-115.
25. Suleiman Sa’adu Matazu (2010). The relevance of Science Technology and Mathematics Education (STME) in Developing Skills for Self Reliance: The Nigeria Experience. Usmanu Danfodiyo University, Sokoto, Nigeria. African Journal of Teacher Education. 1(1), 222-229
26. Wanyonyi, P.W. (2013). An Assessment of Factors Affecting Students’ Performance in Mathematics at K.C.S.E Level in Secondary Schools in Kakamega County, Kenya. Unpublished M. Ed. Project, Kenyatta University.
27. Warue K.M.R & Guantai L. (2005). Class Size: Effect on Achievement in East and Southern Africa.  Paper presented at the International Invitational Education Policy Research Conference Paris, France