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This study sought to determine the extent to which large class size influenced the manner in which teaching and learning were mediated in senior high schools. To achieve this, the survey design was employed. 192 students were purposively selected from four (4) senior high schools in the Asutifi North and South District. Questionnaire with a reliability coefficient of 0.791 was used to obtain data from the respondents. Quantitative data analysis was performed using the Statistical Products and Service Solutions (SPSS). Both descriptive and inferential statistical tools were used in order to analyze the data, and also answer the research questions. To find out the influence of class size on the teaching and learning of mathematics in SHS, the mean, standard deviation, multiple linear regression as well as the Pearson’s product moment correlation were used to perform the analyses of the data collected. The study revealed that large class size influenced students’ academic performance and also limits their learning opportunities of students. It was again unravelled that classroom interactions had a great influence on the students’ academic performance. It has been recommended that since small class size and good classroom interactions enhance performance. Therefore, teachers and head teachers should make sure they conform to the required teacher to student ratio of 1:40 by the Ghana Education Service. Teachers should create an enabling environment for students to participate in classroom activities. Furthermore, the study showed that students performed well in smaller class size and good classroom interaction. Therefore, the Government should employ more teachers and build more classrooms to solve the problem of large class size in the senior high schools in Ghana.


Stress Students Large Class Size Classroom Interactions Academic Performance Senior High Schools

Article Details

How to Cite
Kwabena Odum , J., & Nanyele, S. (2023). Effect of Class Size on The Teaching and Learning of Mathematics in Senior High Schools . Journal of Engineering Applied Science and Humanities, 8(1), 113–125.


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