Over the years, perennial problem of classroom congestion, poverty level and low classroom utilization rates in Nigeria worsen the teaching and learning of Mathematics. This paper investigates the student-teacher ratio as yardstick for students’ performance in Mathematics in Junior Secondary School Certificate Examination (JSSCE). The enrolment of students, the numbers of teachers, together with students’ performances in Mathematics were sampled from four schools for a period of four years. Two of the schools have an average student-teacher ratio of (50:1), with performance average of (33% - 45%) and standard deviation (11.21); while the other two have average student-teacher ratio of (18:1) with performance average of (60% - 77%) and standard deviation of (8.43). Some statistical tools like standard deviation and T-test were used to test the Null hypothesis. At significant level (0.05) and degree of freedom (14), the t-value was 0.0000517, while the p-value was 0.999922. The results of the findings show that there was significant difference in student-teacher ratio and their performance in Mathematics, and invariably, may be among the factors that account for the credible performance accounted for in the private secondary schools as against their public counterpart. The result suggested that more teachers should be hired in order to decrease the number of students per teacher so that students’ achievement can be enhanced and hence, brings about National Development.
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