TREND ANALYSIS OF STUDENTS ACHIEVEMENT IN MATHEMATICS AT WASSCE FROM 2013 – 2022 IN FEDERAL CAPITAL TERRITORY, ABUJA, NIGERIA

Abstract

The study based on the trend analysis of students’ achievement in mathematics at WASSCE from 2013 – 2022 in Federal Capital Territory, Abuja. An ex-post facto research design was employed, focusing on a population of 117,822 students from 73 public senior secondary schools, comprising 61,264 males and 56,558 females who participated in the examinations over the specified period. A sample of 20,967 students from 12 public senior secondary schools in FCT was selected using a multistage sampling procedure, including 10,672 males and 10,295 females. Data were collected using the school location-based Proforma for Mathematics (GEPROM), which demonstrated a logical validity index of 0.86 and a reliability index of 0.82, as determined by the Cronbach Coefficient Alpha method. The Chi-square test of independence was utilized to test the hypotheses at a significance level of 0.05. The results indicated that the trend of student achievement in WASSCE Mathematics in FCT from 2013 to 2022 was non-stationary, showing consistent progress. While there were differences in the percentages of urban and rural students achieving credits (A1-C6) and passes (D7-E8), no significant differences were found in the trends of urban and rural students’ achievements in WASSCE Mathematics over the years. The study concluded that school location does not influence student achievement in mathematics in the FCT. Based on these findings, it was recommended that mathematics teachers in the FCT be recognized for their efforts, and that instructional practices and strategies for teaching mathematics should be maintained or enhanced to support observed student achievements in WASSCE. Additionally, there is a need to review government policies on school location participation in mathematics and ensure that the curriculum is inclusive and non-discriminatory. This approach would foster the development of problem-solving skills that are essential for everyday societal needs.