A Multidimensional Approach to Improving Secondary School Students’ Academic Performance in Nigeria: Evidence from Lagos State

References

[1] Aremu, A. O. (2019). Academic performance determinants in secondary schools in Nigeria. Journal of Educational Research and Development, 14(2), 45–60.

[2] Ayeni, A. J. (2018). Improving school and community partnership for sustainable quality assurance in secondary schools in Nigeria. International Journal of Research Studies in Education, 7(3), 91–102. https://doi.org/10.5861/ijrse.2018.3005

[3] Bertalanffy, L. von. (1968). General system theory: Foundations, development, applications. George Braziller.

[4] Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2), 1–12.

[5] Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

[6] Ejiogu, A. (2020). School environment and students’ academic achievement in Nigerian secondary schools. African Journal of Education Studies, 12(1), 23–37.

[7] Fullan, M. (2020). Leading in a culture of change (2nd ed.). Jossey-Bass.

[8] Hattie, J. (2018). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

[9] Herzberg, F. (1959). The motivation to work. Wiley.

[10] Ibrahim, M. (2019). Teacher motivation and student academic performance in Nigerian public schools. International Journal of Educational Administration, 11(1), 56–70.

[11] Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

[12] OECD. (2021). Education at a glance 2021: OECD indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en

[13] Okebukola, P. (2020). Innovative teaching strategies in Nigerian secondary schools. Journal of Curriculum Studies, 15(2), 112–130.

[14] Okeke, C. C. (2021). Student motivation and engagement in Nigerian secondary schools. Nigerian Educational Review, 9(1), 33–48.

[15] Oni, S., & Akinwunmi, F. (2019). Leadership styles and teachers’ job performance in Lagos State secondary schools. Educational Management Review, 13(2), 66–81.

[16] Oyetunde, T. O., & Muodumogu, C. A. (2019). Effective teaching strategies in Nigerian secondary schools. African Journal of Teacher Education, 8(1), 45–60.

[17] Schunk, D. H. (2020). Learning theories: An educational perspective (8th ed.). Pearson.

[18] UNESCO. (2022). Transforming education summit report. UNESCO Publishing.

[19] World Bank. (2020). The education crisis: Being in school is not the same as learning. World Bank. https://doi.org/10.1596/978-1-4648-1379-2

@article{1718081,
      author = {Dr. Osbert E. Ita},
      title = {A Multidimensional Approach to Improving Secondary School Students’ Academic Performance in Nigeria: Evidence from Lagos State},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {9},
      number = {11},
      pages = {3608-3610},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1718081.pdf},
      abstract = {This study examines the determinants of students’ academic performance in senior secondary schools in Lagos State, Nigeria, using a multidimensional analytical framework. Drawing on Systems Theory, Herzberg’s Motivation–Hygiene Theory, and Bloom’s Mastery Learning Model, the study investigates the combined effects of administrative, instructional, motivational, and environmental factors on learning outcomes. A descriptive survey design was employed, with data collected from 286 respondents comprising principals, teachers, and students across public and private schools. Data were analysed using descriptive statistics and independent samples t-tests. Findings indicate that administrative (t = 4.32, p < 0.05), instructional (t = 3.95, p < 0.05), motivational (t = 3.72, p < 0.05), and environmental (t = 4.05, p < 0.05) factors all exert statistically significant influence on students’ academic performance. The results highlight the limitations of single-factor interventions and underscore the importance of integrated, system-level strategies. The study contributes to the literature by providing empirical evidence from a major African urban education system and by advancing a context-sensitive framework for improving learning outcomes in developing countries.},
      keywords = {Academic Performance, Secondary Education, Educational Leadership, Motivation, Nigeria},
      month = {May},
      doi = {https://doi.org/10.64388/IREV9I11-1718081}
  }