1.1 Introduction
Mathematics is defined as a systematic discipline that deals with numbers, quantities, shapes, structures, and logical reasoning used to solve problems and explain relationships in both academic and real-world contexts (Federal Republic of Nigeria, 2014). It is a core subject in the Nigerian secondary school curriculum and a fundamental requirement for admission into science, engineering, and technology-related courses in higher institutions (WAEC, 2024). The importance of Mathematics extends beyond the classroom as it enhances critical thinking, decision-making, and problem-solving skills necessary for national development (Aremu & Sokan, 2003).
In the Nigerian educational system, Mathematics is taught as a compulsory subject from primary to secondary school levels, yet students' performance has remained consistently poor over the years (NECO, 2023). This poor performance has been linked to various instructional, environmental, and psychological factors affecting both teaching and learning processes (Odili, 2006).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Historically, poor performance in Mathematics can be traced to the early development of formal education systems in Nigeria, where Mathematics was introduced as a core subject to support science and technical education. Mathematics was made compulsory in schools to equip learners with analytical and problem-solving skills necessary for national development. However, despite its long-standing inclusion in the curriculum, students' achievement in the subject has remained consistently low over the decades (Federal Republic of Nigeria, 2014). According to WAEC (2024), consistent reports from the West African Senior School Certificate Examination have shown that a significant proportion of students fail to attain credit level passes in Mathematics. Similarly, NECO (2023) reported that the trend of poor performance has continued over the years, indicating that many students struggle to understand fundamental mathematical concepts. In the same vein, these examination bodies affirmed that weak foundational knowledge and poor application skills contribute significantly to students' low achievement in the subject.
Aremu and Sokan (2003) asserted that students' achievement in Mathematics is not solely dependent on intellectual ability but also on motivation, attitude, and the quality of instruction received. Likewise, Odili (2006) stated that the teaching of Mathematics in many Nigerian secondary schools is often characterized by traditional lecture methods that limit students' participation and understanding. This approach, according to the author, reduces students' engagement and contributes to poor academic outcomes.
Furthermore, Ukeje (2000) contended that inadequate preparation of Mathematics teachers and insufficient professional development opportunities affect the quality of instruction delivered in classrooms. Corroborating this assertion, several educators have observed that many teachers lack access to modern instructional strategies and teaching aids, which are essential for effective Mathematics instruction.
Jegede (2010) affirmed that many students develop fear and anxiety towards Mathematics, commonly referred to as Mathematics anxiety, which negatively affects their performance. Supporting this position, research has shown that students who perceive Mathematics as difficult are less likely to engage actively in learning activities, thereby reducing their academic performance. Moreover, Bandura's social learning theory, as cited in educational literature, emphasizes that learning is influenced by observation, environment, and reinforcement.
Similarly, parental involvement has been identified as a critical factor in students' academic success. According to Okeke (2014), students whose parents provide academic support and supervision tend to perform better than those without such support. In the same vein, lack of parental encouragement and supervision has been linked to poor study habits and low achievement in Mathematics.
Adeyemi (2012) contended that large class sizes in Nigerian secondary schools hinder effective teaching and individualized attention, making it difficult for teachers to address students' learning difficulties. Likewise, overcrowded classrooms reduce interaction between teachers and students, thereby limiting students' understanding of complex mathematical concepts (Adeyemi, 2012).
This study is set against the backdrop of increasing concern over declining students' performance in Mathematics and the need to identify the underlying factors contributing to this trend in secondary schools in Lagos State, Nigeria.
1.3 Statement of Problems
Investigation revealed that persistent poor performance in Mathematics among secondary school students has remained a major educational challenge in Nigeria despite its importance as a core subject for science, technology, and economic development (WAEC, 2024). Reports from examination bodies continue to show a consistent decline in students' achievement in Mathematics, with a large proportion of candidates scoring below credit level required for higher education (NECO, 2023).
Further investigation revealed that several factors within the school system contribute to this persistent underperformance. These include ineffective teaching methods, inadequate instructional materials, insufficiently qualified teachers, negative student attitudes, and poor learning environments (Ukeje, 2000).
Additionally, large class sizes and limited teacher-student interaction have been identified as barriers to effective learning of Mathematics concepts (Odili, 2006). These challenges collectively weaken students' understanding and reduce their motivation to perform well in the subject. It is against this backdrop that this study seeks to investigate the factors leading to poor performance in Mathematics subject among secondary school students in Lagos State, Nigeria.
1.4 Aim and Objectives of Study
The aim of this study is to investigate the factors leading to poor performance in Mathematics subject among secondary school students. In achieving this aim, the following specific objectives were laid out as follows to:
- Examine the influence of teaching methods on students' performance in Mathematics.
- Determine the effect of students' attitude towards Mathematics on their academic performance.
- Assess the impact of instructional materials on students' performance in Mathematics.
- Investigate the influence of teachers' qualifications on students' performance in Mathematics.
- Examine the effect of the learning environment on students' performance in Mathematics.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- How do teaching methods influence students' performance in Mathematics?
- What effect does students' attitude towards Mathematics have on their academic performance?
- How do instructional materials affect students' performance in Mathematics?
- To what extent do teachers' qualifications influence students' performance in Mathematics?
- How does the learning environment affect students' performance in Mathematics?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Teaching methods have no significant influence on students' performance in Mathematics.
- H1: Teaching methods have a significant influence on students' performance in Mathematics.
Hypothesis Two
- H0: Students' attitude towards Mathematics has no significant effect on their academic performance.
- H1: Students' attitude towards Mathematics has a significant effect on their academic performance.
Hypothesis Three
- H0: Instructional materials have no significant impact on students' performance in Mathematics.
- H1: Instructional materials have a significant impact on students' performance in Mathematics.
Hypothesis Four
- H0: Teachers' qualifications have no significant influence on students' performance in Mathematics.
- H1: Teachers' qualifications have a significant influence on students' performance in Mathematics.
Hypothesis Five
- H0: Learning environment has no significant effect on students' performance in Mathematics.
- H1: Learning environment has a significant effect on students' performance in Mathematics.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will provide reliable information on the major factors responsible for poor performance in Mathematics among secondary school students. The study will also assist school administrators in identifying challenges affecting Mathematics learning and developing appropriate academic improvement strategies.
Furthermore, the study will contribute to existing educational literature on factors influencing students' achievement in Mathematics. In addition, the result obtained will support educational authorities in making informed decisions regarding Mathematics teaching and learning.
Lastly, the findings will serve as a useful reference material for educational researchers conducting related studies on Mathematics education.
1.8 Scope of Study
The scope of the research is focused on the factors leading to poor performance in Mathematics subject among secondary school students in public secondary schools in Lagos State, Nigeria. The study specifically examines the influence of teaching methods, students' attitude, instructional materials, teachers' qualifications, and learning environment on students' academic performance in Mathematics.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Delay from respondents was encountered because some students and teachers did not return questionnaires promptly.
- Financial constraint was experienced in covering transportation, printing, and other research expenses.
- Time constraint was also encountered due to the need to combine academic activities with the completion of the study.
1.10 Definition of Terms
Mathematics:
Mathematics is a branch of knowledge that deals with numbers, quantities, measurements, structures, and logical relationships. It is a core subject taught in Nigerian schools and serves as a foundation for scientific and technological advancement (Federal Republic of Nigeria, 2014).
Academic Performance:
Academic performance refers to the level of achievement attained by students in examinations, tests, assignments, and other educational assessments. It is commonly used to measure students' learning outcomes (Aremu & Sokan, 2003).
Poor Performance:
Poor performance refers to a situation where students consistently achieve scores below expected academic standards in a particular subject or examination.
Teaching Methods:
Teaching methods are the strategies, techniques, and approaches employed by teachers to facilitate learning and improve students' understanding of academic concepts.
Students' Attitude:
Students' attitude refers to their feelings, beliefs, interests, and disposition towards learning Mathematics, which may influence their level of participation and achievement.
Instructional Materials:
Instructional materials are teaching and learning resources such as textbooks, charts, models, computers, and other educational aids used to enhance understanding of Mathematics concepts.
Teachers' Qualification:
Teachers' qualification refers to the academic and professional credentials possessed by teachers that enable them to effectively teach Mathematics.
Learning Environment:
Learning environment refers to the physical, social, and academic conditions under which teaching and learning take place within the school setting.
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