The Impact of Inclusive Mathematics Classrooms on Students' Academic Achievement in Senior Secondary Schools in Ado-Ekiti, Ekiti State, Nigeria

ABSTRACT This study examined the impact of inclusive mathematics classrooms on students' academic achievement in senior secondary schools in Ado-Ekiti, Ekiti State, Nigeria. It investigated how inclusive teaching strategies, learning environments, and teacher attitudes influenced students' performance in mathematics. Pretest and Posttest method was adopted.. Data were collected through standardized mathematics achievement tests, questionnaires. The findings revealed that students in inclusive classrooms performed significantly better than those in non-inclusive settings. Factors such as differentiated instruction, peer collaboration, and individualized learning support contributed to improved academic outcomes. The study also found that teachers’ positive attitudes and effective use of inclusive teaching methods enhanced students' understanding of mathematical concepts. However, challenges such as inadequate instructional materials and large class sizes hindered the full implementation of inclusive practices. The study concluded that inclusive mathematics classrooms positively impacted students' academic achievement and recommended that school administrators provide adequate resources and continuous teacher training to enhance inclusive education. These findings underscored the importance of fostering an inclusive learning environment to improve students' mathematical competencies.