Authors: Dr. Osbert Ekpenyong Ita
Abstract
Background. Persistently low mathematics attainment in Nigerian secondary schools is a national concern, yet evidence from the Lagos metropolis that compares the relative weight of school, student and home factors within one design is limited. Objective. This study examined the extent to which teacher quality, student attitude towards mathematics, instructional resources and socio-economic status (SES) explain variation in mathematics achievement, and whether achievement differs between Lagos Island and Lagos Mainland. Method. A cross-sectional survey and achievement assessment was conducted in 30 secondary schools (15 per location), sampling 30 students per school (N = 900; 51.0% female; 55.0% in public schools) and two mathematics teachers per school (60 teachers). Achievement was scored as a percentage (0–100); predictors were standardised latent scores. Data was analysed with Pearson correlations, multivariable linear regression and an independent-samples t test. Results. Mean achievement was low (M = 44.8%, SD = 6.7), significantly below a 50% benchmark (t (899) = −23.28, p < .001, d = −0.78). All four predictors correlated positively with achievement (r = .20 to .43, all p < .001). Together they explained 38.0% of the variance (adjusted R² = .378; F (4, 895) = 137.38, p < .001). Teacher quality was the strongest predictor (B = 2.91, β = .44), followed by student attitude (B = 2.16, β = .32), instructional resources (B = 1.49, β = .23) and SES (B = 1.40, β = .21). Achievement did not differ between Lagos Island (M = 45.0) and Lagos Mainland (M = 44.6), t (896.2) = 0.89, p = .374, d = 0.06. Conclusion. Poor mathematics performance in the Lagos metropolis is a shared, metropolis-wide problem rather than an Island/Mainland one, and it is most strongly associated with the quality of teaching and with students’ attitudes. Interventions that strengthen teacher capacity and build positive dispositions towards mathematics are the most promising levers identified here.
Keywords: mathematics achievement; teacher quality; student attitude; instructional resources; socio-economic status; Lagos; Nigeria; secondary education