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    Questionaire

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    Emmanuel
    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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    Questionaire

    Uploaded by

    Emmanuel
    26 views3 pages
    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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    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.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    26 views3 pages

    Questionaire

    Uploaded by

    Emmanuel
    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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    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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