FACTORS AFFECTING THE MATHEMATICS STUDENTS THINKING ABLITY AND ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS IN AWKA LOCAL GOVERNMENT, ANAMBRA STATE

Abstract

Mathematics is widely recognized as a foundational subject for scientific and technological advancement, yet Nigerian secondary school students continue to underperform in the subject. Reports from national examination bodies such as WAEC and NECO reveal persistently low achievement rates, raising concerns about students’ ability to think critically and apply mathematical concepts effectively. This study investigates the key factors influencing mathematics performance and thinking skills among secondary school students in Awka South Local Government Area of Anambra State. Guided by three research questions and corresponding hypotheses, the study examined the relationship between students’ thinking ability, levels of critical and logical reasoning, and problem-solving skills in shaping their mathematics achievement. A descriptive survey design was employed, and data were collected from students, mathematics teachers, and administrators in two secondary schools using questionnaires and interviews. The findings showed that thinking ability has a significant relationship with mathematics performance, while critical and logical reasoning were confirmed as strong predictors of students’ academic success. In addition, problem-solving and reasoning skills were found to contribute meaningfully to examination performance, though their recognition varied between schools. The study concludes that higher-order thinking abilities are essential for improving mathematics outcomes, emphasizing the need for teacher support, curriculum reform, and targeted interventions to foster critical reasoning and problem-solving skills in learners.