THE ACADEMIC PERFORMANCE OF PUBLIC SECONDARY SCHOOL STUDENTS IN THE WEST AFRICAN SCHOOL CERTIFICATE MATHEMATICS EXAMINATION IN OSHIMILI SOUTH LOCAL GOVERNMENT AREA OF DELTA STATE.

Abstract

This study investigated the performance of secondary students in the West African School Certificate (WASC) Mathematics Examination in Oshimili South Local Government Area of Delta State. The casual-comparative design was adopted, and a random sampling technique was used to select 2245 students from seven public secondary schools. Data was obtained from past West African Examination Council results (2006-2010) and analyzed using Mean, Standard Deviation, and Students' t-test. A structured questionnaire was also administered to 35 Mathematics teachers and 35 senior secondary students to identify reasons for the trend of performance. The study found that the general performance of secondary school students in the WASC Mathematics Examination between 2006 and 2010 was poor (less than 50%). Both male and female students performed poorly in the examination. The study recommends that Mathematics Laboratories should be provided and properly equipped, and the use of Instructional Resources, including Information Technology gadgets, should be encouraged. Teachers should be trained, aided, and encouraged to use these resources to improve student performance in Mathematics. The findings of this study highlight the need for improved teaching methods and resources to enhance student performance in Mathematics. By implementing these recommendations, educators and policymakers can work together to improve student outcomes in Mathematics and ultimately, the overall academic performance of secondary school students in the region.