Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examinee/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially mathematics among secondary school students (Adesemowo, 2005). Aremu (2005) stresses that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics.
Education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that can be used to achieve a more rapid economic, social, political, technological, scientific and cultural development in the country. The National Policy on Education (2004) stipulated that secondary education is an instrument for national development, general development of the society and equality of educational opportunities to all Nigerian children, irrespective of any real or marginal disabilities.
The role of secondary education is to lay the foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have passed the blame of poor performance in secondary school to students because of their low retention, parental factors, association with wrong peers, low achievement, motivation and the likes (Aremu & Sokan, 2003; Aremu & Oluwole, 2001; Aremu, 2000).
Morakinyo (2003) believe that the falling level of academic achievement is attributable to teachers’ non-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavory comments about students’ performance that could damage their ego, poor method of teaching and the likes affect pupils’ academic performance.
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