Socio-Economic status (SES) is often measured is combination of education, income and occupation. It is commonly conceptualized as the social standing or class of an individual or group.
Furthermore, an examination SES as a gradient or continuous variable reveals inequities in access to the distribution of resources which affect class size to the teaching and learning of Mathematics. SES is relevant to all realms of behavioural and social science, including research practice, education, and advocacy. SES affects class size to the teaching and learning of Mathematics and its also affect such as lower education, poverty and poor health, ultimately affect class sizes to the teaching and learning of mathematics and our society as a whole.
SES and educational issues research indicates that children from low SES households and communities develop academic skill more slowly compare to children from higher SES groups and this affects class size (Morgan, Farkes, Hillemeir and Mac Zuga, 2009). Initial academic skills are correlated with the home environment, where low literacy environments and chronic stress especially in
Mathematics class.
The school systems in low-SES communities are often under resourced, negatively affecting student’s academic progress and it affect to the teaching and learning of Mathematics (Aikens and Barbarin, 2008). Inadequate education and increased dropout rates affect children’s academic achievement, perpetuating the low SES status of the community and it affect class size. Improving school systems and early intervention programs may help to reduce these risk factors and thus increased research on correlation between SES and education is essential.
SES and families from low – SES communications are less likely to have the financial resources or time availability to provide children with academic support and this contributed to the affect of class size on learning Maths. Children’s initial reading competence is correlated with the home literacy environment, member of books owned, and parent distress (Aikens and Barbarin, 2008).
However, parents from low SES communities may be unable to afford resources such as books, computers, or tutors to create this positive literacy environment and this affects class size to the teaching and learning of mathematics in Uvwie Local Government (Orr, 2003). SES and the school environment research indicates that school conditions contribute more to SES differences in learning rates than family characteristics and this affects class size in learning of Maths (Aikens and Barbarin, 2008).
Schools in low – SES communities suffer from high levels of unemployment, migration of the best qualified teachers, and low educational achievement and this is caused by large class size during the learning process (Maijs, Harris, Chapman, Stoll and Russ, 2009).
Yet, children in low income schools are less likely to have well-qualified teachers and it affects class size to the teaching and learning of Mathematics. High school Maths teachers in low income school districts 27% majored in Mathematics in College is compared to 43% of teachers who did so in more affluent school districts and this affects class size (Ingersoil, 1999). SES to affect class size to the teaching and learning of and Academic Achievement Research continues to links lower SES to affect class size to the teaching and learning of Mathematics to lower academic achievement and slower rates of academic achievement and slower rates of academic progress as compared with higher SES communities.
Children from low SES environment acquire language skills more slowly, exhibit delayed letter recognition and phonological awareness, and are at risk for reading difficulties and this is caused by large size (Aikens and Barbarin, 2008) children with higher SES backgrounds were more likely to be proficient on tasks of addition, subtraction, ordinal sequencing and Maths word problems than children with lower SES backgrounds (Coley, 2002). Identifying a part of lower/working class in college has been associated with feelings of not belonging in school and intention to dropout of school before graduation as a result of class size which affected their performance (Langhout, Drake and Rosselli, 2009). Perception of family economic stress and personal financial constraints affected emotional distress/depression in students and their academic outcomes and this also affects Mathematics lesson, students have been found to perform low due to socio-economic background of students and it affect the class size (Mistry, Benner, Tan, and Kim, 2009).
Furthermore, an examination SES as a gradient or continuous variable reveals inequities in access to the distribution of resources which affect class size to the teaching and learning of Mathematics. SES is relevant to all realms of behavioural and social science, including research practice, education, and advocacy. SES affects class size to the teaching and learning of Mathematics and its also affect such as lower education, poverty and poor health, ultimately affect class sizes to the teaching and learning of mathematics and our society as a whole.
SES and educational issues research indicates that children from low SES households and communities develop academic skill more slowly compare to children from higher SES groups and this affects class size (Morgan, Farkes, Hillemeir and Mac Zuga, 2009). Initial academic skills are correlated with the home environment, where low literacy environments and chronic stress especially in
Mathematics class.
The school systems in low-SES communities are often under resourced, negatively affecting student’s academic progress and it affect to the teaching and learning of Mathematics (Aikens and Barbarin, 2008). Inadequate education and increased dropout rates affect children’s academic achievement, perpetuating the low SES status of the community and it affect class size. Improving school systems and early intervention programs may help to reduce these risk factors and thus increased research on correlation between SES and education is essential.
SES and families from low – SES communications are less likely to have the financial resources or time availability to provide children with academic support and this contributed to the affect of class size on learning Maths. Children’s initial reading competence is correlated with the home literacy environment, member of books owned, and parent distress (Aikens and Barbarin, 2008).
However, parents from low SES communities may be unable to afford resources such as books, computers, or tutors to create this positive literacy environment and this affects class size to the teaching and learning of mathematics in Uvwie Local Government (Orr, 2003). SES and the school environment research indicates that school conditions contribute more to SES differences in learning rates than family characteristics and this affects class size in learning of Maths (Aikens and Barbarin, 2008).
Schools in low – SES communities suffer from high levels of unemployment, migration of the best qualified teachers, and low educational achievement and this is caused by large class size during the learning process (Maijs, Harris, Chapman, Stoll and Russ, 2009).
Yet, children in low income schools are less likely to have well-qualified teachers and it affects class size to the teaching and learning of Mathematics. High school Maths teachers in low income school districts 27% majored in Mathematics in College is compared to 43% of teachers who did so in more affluent school districts and this affects class size (Ingersoil, 1999). SES to affect class size to the teaching and learning of and Academic Achievement Research continues to links lower SES to affect class size to the teaching and learning of Mathematics to lower academic achievement and slower rates of academic achievement and slower rates of academic progress as compared with higher SES communities.
Children from low SES environment acquire language skills more slowly, exhibit delayed letter recognition and phonological awareness, and are at risk for reading difficulties and this is caused by large size (Aikens and Barbarin, 2008) children with higher SES backgrounds were more likely to be proficient on tasks of addition, subtraction, ordinal sequencing and Maths word problems than children with lower SES backgrounds (Coley, 2002). Identifying a part of lower/working class in college has been associated with feelings of not belonging in school and intention to dropout of school before graduation as a result of class size which affected their performance (Langhout, Drake and Rosselli, 2009). Perception of family economic stress and personal financial constraints affected emotional distress/depression in students and their academic outcomes and this also affects Mathematics lesson, students have been found to perform low due to socio-economic background of students and it affect the class size (Mistry, Benner, Tan, and Kim, 2009).
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