Assessment of School Intervention on Student Performance in Mathematics in Lagos and Ogun States, Nigeria

Abstract

The quest for secondary education as preparatory ground for higher education has become a tangle of complicated problems as each state is left to manage its education system. In a bid to strengthen the educational systems the Lagos State Government with support from World Bank initiated to boast academic activities. To evaluate the processes, Context Input Process Product Evaluation Model provided the framework, while causal comparative research design was adopted for the study. Multistage sampling was used to select 90 schools’ principals as head participants, while 30 teachers were purposively selected as beneficiaries of Eko projects and 1350 SSII students were randomly selected in Lagos State. On the other hand systematic sampling technique was employed to select 10 education zones, while simple random sampling was used to select 450 SSII students. Three validated research instruments were used: teaching effectiveness questionnaire, principal management skill questionnaire and students’ performance profile. Independent t-statistics were used for data analysis at 0.05 level of significance. Students in Lagos State performed better than students in Ogun State (t=5.862, p<.05) across the years under review. The findings revealed that Lagos Eko secondary education project has achieved its objectives of enhancing the educational performance of public school students. It was recommended that other states embark on this strategy and monitor it effective implementation.