INVESTIGATING INFLUENCE OF LARGE CLASS SIZE IN TEACHING LEARNING THE CASE OF IN ARSI ZONE

Students learn mathematics not only for the sake of career choice but also to able to understand and apply it in their life later. Larger classes adversely influenced effectiveness of mathematics teaching and learning. Because of the fact that less than 30 students are recommended as a standard class in many nations worldwide. Larger classes adversely influenced effectiveness of mathematics teaching and learning. In regard to this, in Ethiopia, Arsi Zone secondary schools, Influences of large class sizes on math teaching and learning among grade nine students are not documented so far. Thus, the thesis aimed to assess the influences of large class size on level of effectiveness of mathematics teaching and learning among eight secondary schools. 427 respondents (40 teachers and 387 students) participated in study. All teachers were selected and involved while 387 students were selected using systematic random sampling technique. A cross-sectional design was employed. Data was collected using semi-structured questionnaires and observational checklists. eight of seventy nine section were purposively selected secondary schools were observed three times. Descriptive data analysis was conducted to describe variables of the study. In order to ensure whether the regression model fit or not fit, the underlying assumptions such as normality, linearity, absence of perfect multicollinearity, homoscedasticity, the variance of the residual terms was constant; the residuals were independent, the residuals in the model were random or normally distributed variables with a mean of 0, all of the values of the outcome variable were independent and the mean values of the outcome variable for each increment of the predictor(s) lie along a straight line were checked. Then after, inferential statistical methods such as t-test, one-way ANOVA, single and multiple linear regressions were applied. Findings of the study revealed that level of ineffectiveness of grade nine mathematics teaching learning was high (59.95 percent (95% CI = 55.30%, 64.60%)). The average number of students per class was 72.207.743. Larger small group activities, larger handson activities, several positive reinforcements, much higher classroom management problems, and other unfavorable influences negatively contributed towards the level of effectiveness of mathematics teaching and learning. Therefore, level of effectiveness of mathematics teaching and learning was lower in terms of effectiveness or high in terms of ineffectiveness; and large class sizes led to lower mean and median scores of students on standardized examination. Therefore, it seems necessary to develop and implement appropriate and sound class size regulations that facilitate limiting or setting maximum class sizes that are more convenient for secondary schools in order to streamline the level of effectiveness of grade nine mathematics teaching and learning. 5<br>