INTRODUCTION
Background of the Study
The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination.
The annual releases of Senior Secondary Certificate Examination (SSCE) results conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subjects. For instance, the percentage of failure compared with students who passed Mathematics between 2004 to 2007 is shown below:
West African Examination Council (WAEC) Performance in the Senior School Certificate Examination: May/June, 2004 – 2007 Mathematics
|
Year
|
Total No. of
Candidates
|
Credit A1 –
C6 (%)
|
Pass D7 – E8
(%)
|
Fail F9 (%)
|
|
2004
2005
2006
2007
|
1019524
1054853
1149277
1249028
|
33.97
38.20
41.12
46.75
|
28.16
25.36
31.09
26.72
|
34.47
34.41
24.95
24.24
|
Source: Statistics Office, WAEC, Lagos, Nigeria
(2009)
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