STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS AND PHYSICS IN BOARDING AND DAY SENIOR SECONDARY SCHOOL EXAMINATIONS IN NASARAWA NORTH SENATORIAL ZONE: 2020-2024

Abstract

This study investigated the trends and comparative patterns in students’ performance in Mathematics and Physics in boarding and day secondary schools across Nasarawa North Senatorial Zone between 2020 and 2024. The research adopted an ex-post facto and descriptive comparative research design. A stratified random sampling technique was employed to select 15 secondary schools (comprising both boarding and day schools), with a total of 300 students based on official WAEC and NECO examination results. A structured checklist was used to retrieve academic records for both subjects across the five-year period. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics including independent sample t-tests and one-way ANOVA, with significance tested at α = 0.05. Findings revealed a consistent but modest improvement in students’ performance in both subjects over the five years. Students in boarding schools outperformed their counterparts in day schools, and significant gender differences were observed, with male students achieving higher mean scores. The study also identified several environmental and institutional factors contributing to the observed performance disparities, including learning resources, study routines, and home learning environments. The study concludes that both school type and gender significantly influence students’ academic performance. It recommends targeted interventions such as gender-responsive teaching practices, improved facilities in day schools, and regular performance monitoring. The findings have implications for education policy, school administration, and curriculum planners seeking to close achievement gaps and improve science education outcomes in Nigeria.