Investigating Determinants of Mathematics academic Performance: A Comprehensive Study of Secondary Schools in Gwale Local Government Area, Kano State, Nigeria

Abstract

Mathematics education continues to be a critical challenge in Nigerian secondary schools, particularly in Kano State. This study was necessitated due to persistence poor performance in secondary schools in Gwale Local Government Area, Kano State. This descriptive research investigates the multifaceted factors contributing to poor mathematics achievement in Gwale Local Government Area. Through a comprehensive survey of 100 students and 22 mathematics teachers, the study employs mixed-method research techniques to explore systemic challenges in mathematics education. The findings reveal significant impediments including inadequate professional teaching qualifications, insufficient instructional resources, overcrowded classrooms, and negative student attitudes towards mathematics. Key factors identified include 54.5% of mathematics teachers lacking specialized educational qualifications, 59.1% reporting inadequate instructional materials, and 45.5% observing poor student engagement in mathematics lessons. The research recommended that for educational policymakers, school administrators, and stakeholders to develop targeted interventions aimed at improving mathematics education quality and student performance.

Keywords: Mathematics Education, Academic Achievement, Secondary Schools, Educational Challenges, Kano State.