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Effect of Class Size on the Academic Performance of Students in Mathematics in

Public Day Schools in Musanze District

Article in Journal of Education · October 2023

DOI: 10.53819/81018102t4201

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Effect of Class Size on the Academic Performance of Students in
Mathematics in Public Day Schools in Musanze District

Emmanuel Byiringiro & Dr. Opiyo Hesbon Andala

ISSN: 2616-8383
Stratford Peer Reviewed Journals and Book Publishing
Journal of Education
Volume 6||Issue 3 ||Page 73-87 ||October||2023|
Email: [email protected] ISSN: 2616-8383

Effect of Class Size on the Academic Performance of

Students in Mathematics in Public Day Schools in Musanze
District

*1Emmanuel Byiringiro & 2Dr. Opiyo Hesbon Andala

1Masters of education, Mount Kenya University

2Project Supervisor, Mount Kenya University
*Email of corresponding author: [email protected]

How to cite this article: Byiringiro, E. & Andala, O. H. (2023). Effect of Class Size on the
Academic Performance of Students in Mathematics in Public Day Schools in Musanze
District. Journal of Education, 6(3), 73-87. https://doi.org/10.53819/81018102t4201

Abstract
This paper explored the effect of class size effects and students’ academic performance in
Mathematics subject in public day Schools in Rwanda” A case of Musanze district’’. Specifically,
the study attempted to determine the effect of class attendance on academic performance of
mathematics subject in public day schools in Rwanda, to analyze the effect of classroom seating
arrangement on academic performance of mathematics subject in public day schools in Rwanda
and to establish the effect of classroom learning environment on academic performance of
mathematics subject in public day schools in Rwanda. This study adopted a descriptive research
design using a mixed methods research design; a combination of both quantitative and qualitative
forms of research. The target population for this study was the educational practitioners in the
district who includes Students, teachers, head teachers and Sector Education officer in the district.
Thus the total population was 1600 participants. Sample random technique was used to sample
320 respondents taken as a sample size. Quantitative data was analyzed through descriptive
statistics. Qualitative data was analyzed through content analysis. Analysis of data was aided by
statistical packages for social science (SPSS) version 21 and output exported to micro soft word
in form of pie charts and tables for the purpose of reporting. From the findings, the study revealed
the Pearson correlation analysis showed that class attendance (r=0.814, p=0.000) is positively and
significantly related to students’ academic performance. The correlation was deemed to be
statistically significant since the p-value was less than 5%. Similarly, the Pearson correlation for
classroom seating arrangement (r=0.715, p=0.000) is also positively and significantly related to
the supply chain performance. The correlation was also statistically significant since the p-value
was less than 5%. Lastly, the Pearson correlation for classroom learning environment (r=0.794,
p=0.000) is positively and significantly related to the students’ academic performance. The
correlation was also statistically significant since the p-value was less than 5%. Finally, the study
recommended that to ensure a more meaningful academic performance among the students, small

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class sizes are needed to improve the interaction between teachers and students. It is therefore
pertinent that the management of the schools studied pay attention to the class sizes as pertained
in their schools to ensure good academic performance.
Keywords: Class size, community, class attendance, classroom seating, academic performance

1.0 Introduction
Worldwide, teaching and learning in an overcrowded class room can be frustrating, overwhelming
and stressful. An overcrowded classroom presents challenges that can feel impossible to overcome,
even to the most effective teachers, the challenges restrain teacher’s effectiveness and make
teachers less productive in dishing out what they have for the student. In order to put sound
education on ground and improve the academic performance of the student in School and more
especially towards the point of their leaving secondary school which is the senior secondary
school, there is a need for effective teaching and learning within a control populated class. For
instance, in Europe, the average number of students enrolled in elementary schools in France is 22
per class.1 This is a significant decrease from the last edition of the report in 2020, when the
doubling of the number of 6 and 7-year-old pupils in priority education (extra funding for students
in disadvantaged areas) was not taken into account in the study and the French average was 24
pupils. However, the average remains higher than the rest of the EU, with an average of 19.3
students per class. From ages 11 to 15, the average number of pupils is close to 26 (a situation
similar to Spain), well above the average for all countries, which is below 21.2
In the U.S.A, over 30 states have enacted legislation for class size reduction (CSR) programs.
Current Government policy in England and Wales is for a maximum class size of 30 for pupils
aged 47 years, and larger cuts are planned in Scotland. There have been initiatives involving class
size or pupil to adult ratio reductions in the Netherlands and New Zealand. In US, studies of class
size in Texas and Israel also found benefits of smaller classes, although the gains associated with
smaller classes were smaller in magnitude than those in the Tennessee STAR study. Other rigorous
studies have found mixed effects in California and in other countries, and no effects in Florida and
Connecticut.3
According to Rhodes (2017), the number of high schools’ children in Britain being taught in class
with 36 or more students had increased to three times what used to be there before in the past five
years. The census done in UK in the year 2016 showed that there exist 17,780 government
secondary schools where classes have 36 or more students being taught in one. A study done by
BBC Yorkshire has showed that Brighouse High school which is located in west Yorkshire has 9

1
Glass, G., & Smith, M. (2019). Meta-analysis of research on class size and achievement. Educational Evaluation
and Policy Analysis, 1(1), 2-16. 29
2
Topping, K. (2015) 'Trends in Peer Learning'. Educational Psychology 25 (6), 631645
Uloko, E. S. & Imoko, B. I. (2011). Effect of peer-tutoring strategy and location on learning-challenged student’s
achievement in Junior Secondary School statistics. Journal of Educational Innovators. A publication of National
Association for Promoting Educational Innovations, 4 (1):422-427.
3
Topping, K.J., Campbell, J., Douglas, W., Smith, A. (2018). Cross-age peer tutoring in
mathematics with seven and 11-year-olds: influence on mathematical vocabulary, strategic dialogue and self-
concept. Educational Research, 45 (3), 287-308.
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Math classes where one teacher has 46 pupils. This number is big and can hinder application of
different teaching methods.
In East Asia, many countries and cities including Shanghai in the Chinese Mainland, Hong Kong,
Macau, Taiwan, Korea and Japan have implemented ‘small class teaching’ initiatives. Also in
Nigeria, there is agitation for small class size.4 Most attention has been paid to whether or not
smaller classes lead to better academic outcomes for pupils. However, it is now recognized by
many and not just critics of class size reductions - that in order to better understand the effects of
class size, and help facilitate better classroom environments and effectiveness, we need to know
more about effects on what goes on in classrooms, that is, classroom ‘processes’ such as
interactions between teachers and pupils and pupil behavior.5
In Africa, the average class size in public primary schools’ ranges from 26 pupils in Cape Verde
to 67 in Chad (Easton, 2018)6. In four out of ten countries reporting data there are on average 50
or more pupils per class. This is much higher than average class sizes in the European Union or
OECD member countries which are below 20 in the majority of countries and below 30 in all
countries. In Guinea, Mali, Niger and Togo, multi-grade classes are on average larger than single-
grade classes. There are over 70 pupils per class in Mali where nearly 20% of pupils are taught in
multi-grade classes.7 Four countries (Burundi, Malawi, Mauritius and Rwanda)8 report having no
multi-grade classes. The vast majority of multi-grade classes cover two grades. However, Cape
Verde, Chad, the Congo, Guinea, Madagascar, Mali and Niger report classes which cover three or
more grades. In Madagascar and Mali, up to one-quarter of multi-grade classes have at least three
grades.
In Rwanda, the Basic Education (BE) sub-sector is composed of Pre-primary, Primary, and
Secondary education levels. In addition, there is non-formal education, or Adult Basic Education
(ABE). The Education sector includes also Higher Education and a significant TVET stream at
both secondary and higher education levels. Rwanda’s Education Sector Strategic Plan (ESSP),
2018/2019 – 2023/2024, recognizes pre-primary education and school readiness programmes as a
vital foundation for future learning, particularly for children from disadvantaged backgrounds. It
commits to expanding access to three years of early learning for children aged 3 to 6, with the
national goal to increase access to 45 per cent of children by 2023/2024 (MINEDUC, 2020).9

4
Sutherland, K.S & Snyder A (2017). Effects of reciprocal peer tutoring and self-graphing on
reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of
Emotional and Behavioral Disorders, 15(2), 103-118.
5
Summers, J. J. (2016). Effects of collaborative learning in math on sixth graders' individual goal orientations
from a socio constructivist perspective. The Elementary School Journal, 106 (3), 273-290.
6
Easton, L. B. (2018). Engaging the disengaged. Thousand Oaks, CA: Corwin Press.
7
Dalton, S. S. (2018). Five standards for effective teaching: How to succeed with all learners, grades K-8. San
Francisco: Jossey-Bass.
8
Baker, J.A., Grant, S., & Morlock, L. (2018). The teacher-student relationship as a developmental context for children
with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3-15.
9
MINEDUC (2020) Basic Education sector. Retrieve from
https://www.mineduc.gov.rw/index.php?eID=dumpFile&t=f&f=57563&token=6b306c5412dc6e99d82c4bf288ffccc
68a4880
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In 2011, the national average of the number of pupils per classroom, for primary education was
81, and for secondary education, it was 42 (UNESCO, 2016). As the enrollment rises to fully
implement 9YBE and 12YBE, the construction of new classrooms is not catching up with the pace
to achieve the number of pupils per classroom coming down to 55 by 2015, a goal set by
MINEDUC (MINEDUC, 2012). The regional statistics of 2011 show that for primary education,
the Eastern Province has the highest number of pupils per classroom (84), followed by the Northern
Province (83), the Southern Province (81), the Western Province (81) and the Kigali City (71)
(Thomson, 2017).10 Besides Kigali City, in all the Provinces there are around 80 pupils per
classroom and the gap between Kigali City and other Provinces are around 10 pupils per classroom.
It is against this kind of environment that the study will be carried out to determine how class size
impacts teaching methods in public secondary schools in Rwanda taking Musanze District as the
case study.
1.1 Problem Statement
In fulfilling EFA, the government of Rwanda has struggled much to increase the number of
secondary schools. At least each ward is having a secondary school which is a good deal indeed.
This aimed to provide opportunity to students who completed standard seven to join university.
The number of students enrolled in those schools was big compared to available classrooms as
well as the number of teachers employed to teach them. This has resulted into many students being
put in one class so that they can all be taught by few teachers available in schools. 11
The learning environment especially the classes seem to be forgotten as one of the important factor
in accelerating students’ academic performance (Muligande, 2010)12. It should be noted that
students need a free and conducive environment to easy their learning. A teacher is likely to attend
students’ problems timely when there are few students in the class. However, in the case of a big
class, it is very difficult for a teacher to deal with students’ concerns, and managing assignments
of Mathematics subject. Beside the effectiveness of any teacher is measured by the students’ high
academic performance. Likewise, effective teaching lies on smooth management routines of
discipline problems, careful planning, give supportive and positive feedback to students, help them
figure out the right answer if they are wrong but on the right track. In short, effective classroom
management maximizes children’s learning opportunities whereby a teacher is more of a guide,
coordinator and facilitator (Nzabarirwa, 2012).13
It is very unfortunate that the class size in most cases has been not connected with the students’
academic performance though there has been very close relationship between the class size and
the students’ academic performance; It should also be noted that when the process of learning is

10
Thompson, B. (2017). Effect sizes, confidence intervals, and confidence intervals for effect sizes.
Psychology in the Schools, 44, 423–432.
11
World Bank (2011). Rwanda Education country status report toward quality enhancement and achievement of
universal nine years basic education. An education system in transition, a nation in transition. Retrieved on 16th
/1/2014 from www.worldbank.org
12
Muligande, C. (2010). Highlights of Rwanda's educational achievements, challenges and future direction.
The Independent.
13
Nzabalirwa, W. & Nkiliye, I. (2012). A Study on the socioeconomic conditions of teachers in Primary and
Secondary schools in Rwanda: Case of Bugesera, Nyarugenge and Ruhango Districts. Rwanda Journal of Education,
2(1), 71-82.
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not well facilitated students’ academic performance will automatically be affected. Therefore, this
study pointed out the effect of class size on students’ performance in mathematics subject in public
day schools in Rwanda with reference of Muhoza sector in Musanze District.
This study sought to achieve the following specific objectives:
i. To determine the effect of class attendance on academic performance of students in
Mathematics in public day schools in Musanze District.
ii. To analyze the effect of classroom seating arrangement on academic performance of
students in Mathematics subject in public day schools in Rwanda.
iii. To establish the effect of classroom learning environment on academic performance of
students in Mathematics subject in public day schools in Rwanda.
3.0 Method
For the purpose of this study descriptive design was used to find out the current class size in
secondary schools in Musanze District. The descriptive design was used as it aimed to accurately
and systematically describe a population, situation or phenomenon really enabled the researcher
to study the effect of class size on students’ academic performance in Mathematics in public day
schools in Rwanda; a case of Musanze District.
This study targeted five public day schools from Musanze sector which are GS Muhoza I, GS
Muhoza II, GS Kabaya, GS Cyabagarura and GS Busogo I. The target population for this study
was the educational practitioners in the district who includes Students, teachers, head teachers and
Sector Education officers in the district who teach which sums to a total of 1600 participants. The
table below gives details of the target population.
Table 1: Table showing size of population of selected schools
Schools Number Sector Number Number Total
of Education of head of population
teachers officers teacher Students
GS Muhoza I 10 - 1 338 354
GS Muhoza II 11 - 1 321 332
GS Kabaya 11 - 1 398 415
GS Cyabagarura 11 - 1 390 408
GS Busogo I 7 - 1 347 411
Total 50 5 5 1540 1600
Source: Musanze District report, 2023

The researcher used simple random sampling to select the schools and head teachers, teachers,
students and Sector Education officers. Random sampling technique was used to select a
representative sample from each of the parties that were used in the study. This research is
composed of 1600 people as the study population whereby sample size is found by using the
Yamane formula (1973)
where n stands for the sample size,
N stands for the population size

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e stands for the margin of error (0.05) as follows:

𝑁 1600
n = 1+𝑁(𝑒)2 Therefore, n = 1+1600(0.05)2 = 320

N: Total population under the study was 1600 and n: sample is 320

A questionnaire which was carefully be designed together with a written interview guide was used
to provide comparison between written and oral responses from key informants who included the
Students, head teachers, Sector Education officers and the teachers. Interview schedules was made
semi-structured personal interview to enable the researcher to examine the respondents to get more
information from them. Interviews were used because they help in generating detailed qualitative
data also guarantee immediate feedback from the respondents when obtaining in depth-information
pertaining to the themes of the study.
4.0 Findings and Discussion
4.1 Descriptive Statistics
Effect of class attendance on academic performance of mathematics subject
In this research the study attempted to determine the effect of class attendance on academic
performance of mathematics subject in public day schools in Rwanda.
Table 2: Class attendance and academic performance of Mathematics subject
Statements Mean Std Dev
Students attend class more frequently in Mathematics subjects when
learning includes students’ input about what and how topics will be4.42 .69
discussed in class
Students attend class in Mathematics subject more frequently when
4.10 .81
teachers make learning more relevant to their daily life
Students attend class more frequently in Mathematics subject when
4.11 .90
teachers provide ways for students to express their opinions
Students attend class more frequently in Mathematics subject when
4.28 .84
teachers provide opportunities for students to debate
Students attend class more frequently in Mathematics subject when
4.18 .81
students are challenged in their learning
D=Disagree, N=Neutral, A=Agree, SA=Strongly Agree, M=Mean, Std=Standard deviation

As shown by Table 2 shows the results about 5 items that were assessed about class attendance on
academic performance of mathematics subject. From the results, the first item indicated that the
majority of the respondents strongly agreed that students attend class more frequently in
Mathematics subjects when learning includes students’ input about what and how topics will be
discussed in class with a high mean of 4.42 and strong positive correlation standard deviation of
0.69. The second item respondents were asked whether Students attend class in Mathematics
subject more frequently when teachers make learning more relevant to their daily life. As per the
findings, majority of the respondents agreed (M=4.10, Std=0.81) that statement. On third item,
students attend class more frequently in Mathematics subject when teachers provide ways for

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students to express their opinions showed by the majority of respondents who strongly agreed with
the mean of 4.11 and very positive and strong correlation standard deviation of 0.90. On the fourth
item, the respondents were required whether students attend class more frequently in Mathematics
subject when students are challenged in their learning. To this, the respondents strongly agreed
that statement with a mean of 4.28 and very strong positive correlation standard deviation of 0.84
this indicates that statement. The other considered item in the class attendance was whether
students attend class more frequently in Mathematics subject when students are challenged in their
learning. To this, the majority of the respondents agreed with a mean obtained was 4.18and
standard deviation of 0.81. Therefore, this means that the majority of respondents strongly agreed
and in harmony that all above mentioned items are key components of class attendance applied in
those sampled schools and affects students’ academic performance.
The effect of classroom seating arrangement on academic performance of students in
Mathematics subject
The second objective of the study was to determine the effect of classroom seating arrangement
on academic performance of students in Mathematics subject in public day schools in Rwanda.
The following table gives us details:
Table 3: Seating arrangement and academic performance of students in Mathematics
subject
Statements Mean Std Dev
The seating arrangement when teaching Mathematics as subject facilitates the
3.82 1.04
teacher’s assistance during class.
The seating arrangement when teaching Mathematics facilitates class related
4.26 .63
interaction among the students during class.
The seating arrangement when teaching Mathematics allows for ease of
3.90 .75
movement.
Classroom seating arrangements when teaching Mathematics affect student
engagement in class activities through the level of convenience of 4.35 .72
communication and interaction.
In my class I can see every student in the class when teaching Mathematics 4.50 .75
D=Disagree, N=Neutral, A=Agree, SA=Strongly Agree, M=Mean, Std=Standard deviation

As indicated in Table 3, the seating arrangement when teaching Mathematics as subject facilitates
the teacher’s assistance during class to a high extent with Mean score of 3.82 and very high positive
standard deviation of 1.04. This gave a high standard deviation in the respondents’ perceptions.
The second item investigated in relation to the classroom seating arrangement in sampled public
day schools if the seating arrangement when teaching Mathematics subject allows for ease of
movement. To this, the respondents disagreed with a mean of 4.26 and a positive correlation
standard deviation of 0.63. This showed that most of the respondents were in agreement about that
statement. On the next item, on whether the seating arrangement when teaching Mathematics
allows for ease of movement, the majority of respondents strongly disagreed with a mean of 3.90
and positive high correlation standard deviation of 0.75. On the fourth item on whether classroom
seating arrangements when teaching Mathematics affect student engagement in class activities
through the level of convenience of communication and interaction. To this, the respondents were

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strongly agreed with a mean of 4.35 and a positive high correlation standard deviation of 0.72.
Lastly, the respondents were also asked if in the class they can see every student in the class when
teaching Mathematics subject. To that statement, the respondents also strongly disagreed that
statement with a mean of 4.00 and a very high correlation standard deviation of 1.16 which
showing high divergence in the respondents’ perceptions. Therefore, this means that the majority
of respondents disagreed and in harmony that all above mentioned items are not key components
of classroom seating arrangement and affects students’ academic performance in those sampled
schools.
The effect of Classroom learning environment on academic performance of students in
Mathematics subject
In this research, the study attempted to establish how classroom learning environment affects
academic performance of students in Mathematics subject in public day schools in Rwanda.
Table 4: Classroom learning environment on academic performance of students in
Mathematics subject
Std
Statements Mean
Dev
Classroom interaction is a fundamental component in the mathematics
4.33 .84
teaching and learning process
Classroom learning environment is very important factor to encourage the
4.40 .78
students‘ motivation in learning Mathematics
Effective learning of mathematics is directly associated to the teacher’s ability
to establish constructive and critical classroom interaction in learning4.42 .76
environment.
A conducive Mathematics learning environment provide the attractiveness to
4.46 .75
the learning procedure or process.
Classroom interaction is regarded as one of the indispensables and
4.28 .72
influencing variables in mathematics learning environments
D=Disagree, N=Neutral, A=Agree, SA=Strongly Agree, M=Mean, Std=Standard deviation

The Table 4 shows the respondents’ perceptions on the effect of classroom learning environment
affects academic performance of mathematics subject in public day schools in Rwanda. For the
first item seeking whether classroom interaction is a fundamental component in the mathematics
teaching and learning process, the respondents agreed with a mean of 4.33 and a very high positive
correlation standard deviation of 0.84. This implied that the respondents acknowledged the
importance of small class size while learning Mathematics. On the second item whether classroom
learning environment is very important factor to encourage the students ‘motivation in learning
Mathematics subject. The respondents strongly agreed with a mean of 4.40 and a very high positive
correlation standard deviation of 0.78. On the third item, the respondents were asked whether
effective learning of Mathematics subject is directly associated to the teacher’s ability to establish
constructive and critical classroom interaction in learning environment., the respondents agreed
with a mean of 4.42 and standard deviation of 0.76. This means that in learning Mathematics
subject teacher’s ability play a big role in interaction in bid class size.

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On whether a conducive Mathematics subject learning environment provides the attractiveness to

the learning procedure or process, the respondents agreed with a mean of 4.46 and 0.75 of standard
correlation. Finally, on the item, on whether classroom interaction is regarded as one of the
indispensables and influencing variables in mathematics learning environments, the majority of
respondents strongly agreed with a mean of 4.28 and a very high positive correlation standard
correlation of 0.72. The mean scores for all the items related to classroom learning environment
ranged from 4.28 to 4.46. Therefore, this means that the majority of respondents strongly agreed
and in harmony that all above mentioned items are key components of classroom learning
environment in sampled public day schools in Rwanda. The analysis also showed that a high
standard deviation spread from 0.72 to 1.01 which implies that respondents were more varied in
their opinion to the responses given under classroom learning environment.
Discussion
Findings on Class attendance
From the findings, the study revealed that class attendance affects students’ academic performance
by students who attend class more frequently in Mathematics subjects when learning includes
students’ input about what and how topics will be discussed in class, by students who attend class
more frequently in Mathematics subject when teachers provide ways for students to express their
opinions, by students who attend class more frequently in Mathematics subject when teachers
provide opportunities for students to debate and by students attend class more frequently in
Mathematics subject when students are challenged in their learning.
The interview data gathered the views of the participants on the effect of large class size on the
academic performance of the students. Expressing his views, a headteacher had this to say:
“Yes, I think the size of the class has greatly affected the academic performance of the students.
The size of the class determines the extent of interaction between the tutor and the students. When
the class size is small, it promotes better communication between the tutor and the students, and
the tutor is able to address the learning difficulties of each student. On the other, in large class
size like we have in this college, it limits the exchanges between the tutor and the students, and the
tutor is unable to attend to individual learning needs “
These findings are in agreement with Cohen and Johnson (2016) who have found a very positive
dependence between the attendance and the academic performance. The study was done on the
sample of 347 students of the Economic school. In some recent studies, Spaho & Godolja (2014)14,
Alija (2013)15 is used the so called binary logistic regression. By this study they try to find the
dependence of the regular attendance to the final results achieved in the exams. The study done
with the students of Economic department has shown that the regular attendance during the
lectures have a significant statistical influence to the final success both on the subject of
mathematics and some other subjects.

14
Spaho.,A. & Godolja, M. D. (2014). Lecture attendance and success on general mathematics. Case study of first
year business students, university of Tirana, Albania IMPACT: International Journal of Research in Business
Management, Vol. 2, Issue 5, 73-78.
15
Alija, S. (2013). How attendance affects the general success of the student, International Journal of Academic
Research in Business and Social Sciences, Vol. 3, No. 1, pp. 168-182.
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Findings on classroom seating arrangement

From the findings, the study revealed that classroom seating arrangement affect academic
performance of mathematics subject, by the seating arrangement when teaching Mathematics as
subject facilitates the teacher’s assistance during class, by the seating arrangement when teaching
Mathematics facilitates class related interaction among the students during class, by the seating
arrangement when teaching Mathematics allows for ease of movement and by classroom seating
arrangements when teaching Mathematics affect student engagement in class activities through the
level of convenience of communication and interaction.
The head teacher has been interviewed on how teachers in Mathematics subject try to handle the
class which is large. He stated: “In my view, large class size is one of the major causes of poor
performance in my college. We don’t get regular feedback from the tutors on our learning because
they complain about the large number of students. Marked quizzes and projects are either not
returned or they are brought late. Also, class exercises are not given. Therefore, we find it difficult
to track our learning progress.”
These findings are relevant since Simonsen (2008)16 pointed out that altering student seating
arrangement can have several beneficial effects in a classroom including class participation,
behavior, and academic performance. Altering classroom seating positions and arrangements is an
easy way to effectively minimize or eliminate student misconduct and behavior without the use of
consequence intervention or other differential reinforcement or punishment.
Findings on Classroom learning environment
From the findings, the study revealed that classroom learning environment affects academic
performance of mathematics subject in public day schools in Rwanda by classroom interaction is
a fundamental component in the mathematics teaching and learning process, by classroom learning
environment is very important factor to encourage the students‘ motivation in learning
Mathematics subject, by effective learning of mathematics is directly associated to the teacher’s
ability to establish constructive and critical classroom interaction in learning environment, by a
conducive Mathematics learning environment provide the attractiveness to the learning procedure
or process and by classroom interaction is regarded as one of the indispensables and influencing
variables in mathematics learning environments
During the interview with the sector education officer on point regarding classroom learning
environment and academic performance of students, he observed that:
“The teaching-learning process cannot take place in a vacuum. In formal education settings, it
occurs as a result of interaction among members of the classroom. In classroom settings, elements
of teaching-learning process include: teacher, students, content, learning process and learning
situation. The learning situation or learning environment means the conditions in which learning
take place. Each classroom has unique teaching - learning conditions. Classes may seem similar
from the distance but are different in its procedures and the processes.”

16
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom
management: Considerations for research to practice. Education and Treatment of Children, 351-380.
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These findings are relevant since Udom (2006)17 investigated the relationship between school
Physical Environment and students' academic performance in science related subjects in Kano
State Senior Secondary Schools. The result obtained also showed a significant relationship
between school physical environment and science students' academic performance. This therefore
translates to the fact that good school facilities and a good school learning environment stimulate
teachers' efforts, invigorate, empower and even encourage them to pursue their assignments to
logical conclusions most, if not all the time.
4.2 Inferential Statistics
Correlation Analysis
According to the findings reported in Table 4.13, the Pearson correlation analysis showed that
class attendance (r=0.814, p=0.000) is positively and significantly related to students’ academic
performance. The correlation was deemed to be statistically significant since the p-value was less
than 5%. Similarly, the Pearson correlation for classroom seating arrangement (r=0.715, p=0.000)
is also positively and significantly related to the supply chain performance. The correlation was
also statistically significant since the p-value was less than 5%. Lastly, the Pearson correlation for
classroom learning environment (r=0.794, p=0.000) is positively and significantly related to the
students’ academic performance. The correlation was also statistically significant since the p-value
was less than 5%.
The findings therefore revealed that all the three indicators of class size affects students’ academic
performance. Generally, the correlation analysis showed that there is a positive and statistically
significant relationship between class size and students’ academic performance in the five sampled
public day schools in Musanze District. These findings are consistent with the findings of
Blatchford et al. (2016)18 who conclude that class size directly affects classroom instruction due
to larger class sizes requiring teachers to utilize class time for management tasks rather than for
instruction. Class size also directly affects classroom instruction through the interactions of the
teachers with the students and at the same time affects students’ academic performance.
Multiple Regression
The results of the multiple regression are presented in the tables that follow.
Table 5: Model Summary
Model R R Square Adjusted R Square Std. Error of the
Estimate
1 .840a .706 .693 .27206
a. Predictors: (Constant), class attendance , Classroom seating arrangement, Classroom learning
environment
Source: Field research, 2023

17
Udom, A. H. (2006). Relationship between School Physical environment and students' Academic achievement in
Kano Sate Senior Secondary Schools. Unpublished Ph.D thesis. Kano: Bayero University
18
Blatchford, P., & Lai, K. C. (2010). Class size: arguments and evidence. In B. McGraw, E. Baker, & P. P. Peterson
(Eds.), International encyclopedia of education (3rd edition). Elsevier.
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Table 5 shows the quantity of variance that is explained by the predictor variables. The first
statistic, R is the multiple correlation coefficient between all the predictor variables and dependent
variable. In this model, the value is 0.840, which indicates that there is a great deal of variance
shared by the independent variables and dependent variables. The next value, R Square=0.706, is
simply the squared value of R. This is frequently used to describe the goodness of fit or the amount
variance explained by a given set of predictor variables and its value is 70.6 % of the variance in t
students ‘academic performance is explained by class size effect in the model.
Table 6: Significance of Independent variables (ANOVA Table)
Model Sum of Squares df Mean Square F Sig.
Regression 12.073 3 4.024 54.372 .000b
1 Residual 5.033 68 .074
Total 17.107 71
a. Dependent Variable: Performance
b. Predictors: (Constant), class attendance , Classroom seating arrangement, Classroom learning
environment
Source: Field research, 2023
Table 6 indicated standard regression which provides the significance of the prediction of
individual predictor variables on the dependent variable. Those variables are class attendance,
Classroom seating arrangement and Classroom learning environment. The table shows the output
analysis and whether there it has a statistically significant difference group mean. As seen, the
model (F=54.372, p=0.000) was found to be significant at 5% since the p-value (P=0.000) was less
than the 5% threshold Therefore, class size significantly affects students ‘academic performance.
Table 7: Regression coefficients and significance of the independent variable
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 1.000 .230 4.354 .000
class attendance .188 .065 .212 2.892 .006
Classroom seating
1 .237 .087 .297 2.722 .008
arrangement
Classroom learning
.382 .094 .499 4.088 .000
environment
a. Dependent Variable: students ‘academic performance
Source: Field research, 2023
Information presented in Table 7 evidenced that all the indicator variables used in this research to
study the class size effects were all statistically significant. This implied that they individually
have significant contributions to the students ‘academic performance. The regression model was
thus formulated as Y=1.0+ 0.188X1 + 0.237 X2 + 0.382X3 +ε Where y= Students’ academic
performance, X1, X2 and X3 represented class attendance, Classroom seating arrangement and
classroom learning environment. The regression coefficients are useful to know which of the
different independent variables is more important in contributing to the students ‘academic

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performance in those five sampled public day schools in Musanze District. They are used in
comparison of effect of any independent variable on the dependent variable.
As indicated in regression coefficients table, classroom learning environment (β3=0.382) had the
highest regression coefficient followed by classroom seating arrangement (β2=0.237) This
revealed that classroom seating arrangement as among class size effect that would greatly
influence the students ‘academic performance. The regression output above shows that class
attendance, classroom seating arrangement and classroom learning environment are predictor
variables which are statistically equal to significant. This shows the regression of independent
variables are associated with students ‘academic performance. Multiple analysis regression result
above indicates the effect of independent variables based on the regression coefficient.
5.0 Conclusion
From the findings of this study, the study concluded that class attendance affects students’
academic performance by students who attend class more frequently in Mathematics subject when
learning includes students’ input about what and how topics will be discussed in class, by students
who attend class more frequently in Mathematics subject when teachers provide ways for students
to express their opinions, by students who attend class more frequently in Mathematics subject
when teachers provide opportunities for students to debate and by students attend class more
frequently in Mathematics subject when students are challenged in their learning. Besides, the
study also concluded that classroom seating arrangement affect academic performance of
mathematics subject by the seating arrangement when teaching Mathematics as subject facilitates
the teacher’s assistance during class, by the seating arrangement when teaching Mathematics
facilitates class related interaction among the students during class, by the seating arrangement
when teaching Mathematics allows for ease of movement and by classroom seating arrangements
when teaching Mathematics affect student engagement in class activities through the level of
convenience of communication and interaction.
Finally the study also the study concluded that classroom learning environment affects academic
performance of mathematics subject in public day schools in Rwanda by classroom interaction is
a fundamental component in the mathematics teaching and learning process, by classroom learning
environment is very important factor to encourage the students‘ motivation in learning
Mathematics subject, by effective learning of mathematics is directly associated to the teacher’s
ability to establish constructive and critical classroom interaction in learning environment, by a
conducive Mathematics learning environment provide the attractiveness to the learning procedure
or process and by classroom interaction is regarded as one of the indispensables and influencing
variables in mathematics learning environments
6.0 Recommendations
Addressing attendance requires a holistic approach to engage students within and outside the
classroom. Since attendance of the students is an alarming issue, attendance improvement
initiatives need to be done to improve students’ attendance in order to help students learning
Mathematics subject. Thus, teachers should record daily attendance of the students to monitor
regular absentees.
The management of schools should frequently visit classrooms in order to assess participation,
involvement, and understanding of the students and offer support to those teachers also who lack

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competencies required to improve the learning situation and environment in mathematics

classrooms due to the size of the class.
The study, therefore, recommended that the teachers of the Mathematics subject should adopt
teaching approaches that focus on learners, provide prompt feedback to students, and make
teaching real through the use of relevant teaching aids to boost academic performance of the
students. Also, the tutors could design their instructions in a manner to encourage students to
support each by sharing ideas and assisting each other.
This study assesses the effect of class size and students’ academic performance in Mathematics
subject in public day Schools in Rwanda.” A case of Musanze district’’ Further research work
should work on the effect of classroom environment on academic performance of all subjects in
primary school should be carried out. Further research should also be carried out in regard to the
extent to which the government should be involved in the running and management of primary
education in Rwanda. There is need to carry out research on the importance of learning corners in
classrooms. Also research could be carried out on the methods and techniques of teaching
mathematics in primary school to improve on the students’ performance. Finally, further research
work should be carried out to establish the minimum training required for primary teachers as there
are no standards currently

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Acknowledgement
Allow me to extend my sincere and heartfelt gratitude to all the people who assisted me during the
course of this academic pursuit. Great appreciation goes to my University lecturers, University
supervisors, especially Dr. Opiyo Hesbon Andala for the intellectual support given to me. Big
thanks also go to my parents for having worked tirelessly towards making my education a success
right away from primary level up to the University level. Without the care, guidance and support
both financial and moral given to me by my parents, my course would not have come to this
prosperous end.

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