Teachers’ and Students’ Perceptions of the 45-Minute Mathematics Class Period in Junior High School: A Quantitative Study

This study investigated junior high school teachers' and students' perceptions of the 45-minute mathematics class period, finding that both groups rate its effectiveness as neutral to disagree, Teachers: 2.66; Students: 3.00, suggesting it is insufficient for quality instruction. Qualitative data revealed that while the 45-minute duration supports student focus and engagement "Attention Optimization", it critically causes "Pacing and Cognitive Overload", a "Mastery Deficit", and an "Interaction Deficit", preventing adequate time for practice, questioning, and addressing the needs of slow learners. To overcome these time constraints, the study recommends transitioning to a "Fast-Cycle Learning" model that utilizes Micro-Timing, Strategic Practice e.g., "Two-Day Split, and "Digital Extension" or flipped classroom resources to ensure deep conceptual mastery and address unanswered questions outside the compressed class time.