Examining Factors Influencing Achievements in Mathematics Among Secondary School Students in Gwale Local Government Area, Kano State, Nigeria.

Mathematics, often referred to as the "queen of sciences," plays a pivotal role in human development and technological advancement globally. Despite its importance, mathematics continues to present a critical challenge in Nigerian secondary schools, particularly in Kano State. This study was descriptive survey research, which examined the multifaceted factors contributing to poor mathematics achievement in Gwale Local Government Area of Kano state. The population of this study was all mathematics students (N=1200) and teachers (220) across senior secondary schools in Gwale LGA. Using standard procedures of selecting samples from a population described by the Research Adviser, the sample of this study comprised teachers (N=100) and students (N=22). The study employed mixed-method technique to explore systemic challenges associated with the achievements in mathematics in the study area. Findings revealed significant impediments which included, but not limited to inadequate professional teaching qualifications (F(3,19)= 21.514 > 0.05), teaching methodologies (F(3,120) = 63.788 > 0.05), insufficient instructional resources and negative student attitudes (F(3,120) = 29.168 > 0.05) 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 provides critical insights and recommendations for educational policymakers, school administrators, and stakeholders to develop targeted interventions aimed at improving quality teaching, improved methodology and resources that will positively influence students’ mathematics achievements.