<p>Higher education is a critical factor for the development of the society. Various teaching and learning methods have emerged with the development of technology, and they have been boosted in recent decades by the impact of COVID-19. The ICAP framework categorized almost all the teaching and learning techniques into four categories: Interactive, Constructive, Active, and Passive. Even though there are many teaching/learning techniques, most teachers utilize their convenient method based on their experience or the availability of resources without considering the effectiveness of the teaching/learning techniques. However, identifying effective teaching/learning methods is timely and essential for developing the education sector. The literature review mentioned the different findings related to the effectiveness of the teaching/learning techniques since the effectiveness of the teaching/learning session may vary with the student’s education level, class size, teacher characteristics, content, etc. Identifying the ideal teaching/learning methods based on the student’s education level, class size, and learning content is essential for the development of education field. This study focuses on mathematical discipline and small class as an initial step of this process. The objective of this study is to identify the most effective teaching /learning techniques based on the ICAP framework for small classes in mathematical discipline. An experiment was conducted with four sessions according to the ICAP framework with the participation of twenty undergraduates. The cognitive, physiological behavior of the subject is measured in this study to identify the effective teaching/learning method. Because it is a very prominent way to determine the effectiveness of the teaching/learning method since the autonomous nervous system cannot be controlled consciously. The Electroencephalogram (EEG), Electrocardiogram (ECG), and Galvanic Skin Response (GSR) sensors were attached to the subjects and gathered cognitive and physiological data of the subjects. Further, the academic performance and feedback related to the sessions were gathered after each session. Descriptive statistics, brain wave analyzer, and Kruskal Wallis Test were used as analytical methods of this experiment. The summary of the cognitive data, physiological data, academic performance, and feedback of the subjects indicates the effectiveness level of the sessions in this order: Constructive&gt; Interactive&gt; Active &gt; Passive. Constructive methods are the most vital techniques for the small classes in mathematical discipline to conduct the teaching/learning activities in higher education.</p>