ASSESSING ACADEMIC PERFORMANCE IN YOBE STATE: KEY FACTORS AND CHALLENGES IN SOME SELECTED SENIOR SECONDARY SCHOOLS IN YOBE STATE, NIGERIA

This study investigates factors hindering academic performance in senior secondary schools in Yobe State, Nigeria, focusing on teaching methods, classroom size, and parental economic status. Using Bronfenbrenner's Ecological Systems Theory as a framework, the research explores how these factors impact student outcomes. A quantitative survey design was employed, involving 250 SS 3 students from three schools: Government Secondary School Damaturu, Government Science & Technical College Potiskum, and Government Science & Technical College Azbak, Gashua. A stratified sampling technique ensured a representative sample, with data collected via a validated and reliable questionnaire. Analysis using SPSS revealed that while many students find their teachers' methods effective, there is a strong preference for more interactive approaches. Large classroom sizes were identified as a barrier to student interaction and concentration, and financial constraints were found to significantly limit access to learning resources, particularly for economically disadvantaged students. Based on these findings, the study recommends implementing interactive teaching techniques, improving technology integration, managing classroom sizes more effectively, and providing financial support to disadvantaged students. These strategies aim to enhance academic performance and address the challenges identified in the selected schools