This document summarizes a study on the impact of educational resources and secondary school students' achievement in mathematics in Lagos, Nigeria. It provides background on the importance of education and mathematics. Statistics are presented on students' poor performance on WAEC mathematics exams from 2004-2007, with over 50% scoring below credit level. The Lagos State Government has implemented programs like the Eko Project to improve education quality by providing resources like teacher training, assessment, and grants. The study will examine how instructional materials, learning enhancement resources, and teacher training as educational resources impact students' mathematics achievement, accounting for sex and age differences. Previous research shows a positive relationship between resources and academic performance.

1. EKO PROJECT EDUCATIONAL RESOURCES AND SECONDARY SCHOOLS STUDENTS’
ACHIEVEMENT IN MATHEMATICS IN LAGOS NIGERIA
Onakoya S.O
B.Ed, M.Ed (Ibadan) 07033735704
osot4real@gmail.com; acuit77@yahoo.com.
INTRODUCTION TO THE STUDY
In my primary school days, my teachers do tell us that mathematics is a daily activity. Virtually most activities in life
entail simple calculations, addition and subtraction though these calculations are more of abstract thinking than concrete.
Every individual that do think about the future engages in one mathematical activity or the other. This bring to fore the
importance of acquiring proper mathematics knowledge which is acquired through adequate education. Muhammed and
Akande, (2008) in stressing the importance of education, states ‘Education is a human right that should be accorded to all
human beings solely by reason of being human’. Education has also been generally accepted as a major instrument for
promoting socio-economic, political and cultural developments in the world. Interestingly, the educated man is expected
to assess the world along historical, economic and geographical perspective and will above all these, have regard for the
importance of truth, accuracy and elegance in thinking (Moore 1982 as cited in Aluede 2009).
Aluede (2009) opines that the educated man is that individual who is able to create an understanding that change is
possible and possess the knowledge of the alternatives that would lead to a desired change. Furthermore, the educated
man is that individual who has been able to combat illiteracy and underdevelopment. Therefore, schools at various levels
are expected to educate future leaders and develop the high level technical capacities needed for economic growth and
development (Muhammed et al 2008).
To the Federal Government of Nigeria, education is an instrument for national development. To this end, the formulation
of ideas, their integration for national development, and the interaction of persons and ideas are all aspects of education.
Hence, the Federal Government of Nigeria expected that education would foster the worth and development of the
individual, for each individual’s sake and for the general development of the society. This utmost importance attached to
education in Nigeria was clearly underscored in the National Policy on Education (2004). The Federal Government of
Nigeria, in the policy, adopted education as an instrument “par excellence” for effecting national development (FGN
2004). But despite the government’s commitment to education, the quality of education in our schools has been declining
tremendously, thereby giving successive governments’ serious concern. All over the country, there is a consensus of
opinion about the fallen standard of education in Nigeria (Adebule, 2004 as cited by Unanma et al 2013) especially in
mathematics.
Below is the summary of students’ result in WAEC Mathematics for four years.
Table 1.1: Students’ Achievement in May/June Senior Secondary School Examination (WAEC) 2004-2007
Year Total Number
of Candidates
Credit
A1-C6 (%)
Pass
D7-E8 (%)
Fail
F9 (%)
Absent
(%)
2004 1019524 33.97 28.16 34.47 3.4
2005 1054853 38.20 25.36 34.41 2.03
2006 1149277 41.12 31.09 24.95 2.84
2007 1249028 46.75 26.75 24.24 2.26
Source: Jaiyeoba O.A and Atanda A.I (2011)

2. From table 1, in 2004 when 1,019,524 enrolled for Mathematics, 33.97% had credit pass (i.e A1-C6), 28.16% had
ordinary pass (i.e. D7-E8), 34.47% had F9 while 3.4% were absent. From this result, it shows that only 33.97% of the
enrolled candidates have the opportunity of furthering their education provided they also have credit passes in four other
relevant subjects, including English language. In 2005, from 1,054,853 candidates that enrolled, 38.20% had credit pass,
25.36% had ordinary pass i.e between D7 and E8, 34.41% had F9 while 2.03% candidates were absent. Further, in 2006,
41.12% had between A1- and C6, 31.09% had between D7 and E8, while 24.95% failed. Finally, in 2007, 1,249,028
candidates enrolled, 46.75% had credit pass, 26.75% had ordinary pass, 24.24% failed while 2.26% absent from the
examination. Though there is a steady increase in the percentage of students with credit pass, the conclusion drawn from
students’ achievement in Mathematics between 2004 and 2007 is that, more than 50% of students enrolled had below
credit pass i.e. A1-C6. This is a source of worry to stakeholders.
Virtually all stakeholders in the educational sector have taken steps consciously or unconsciously either to raise the
dwindling standard or pull it down. Many policies have been developed and implemented but did not yield desired results.
Many yielded result on paper but researches on the practical fields have faulted such claims. One of such steps taken by
the Federal Government is the adoption of Education for All (EFA) policy which gave birth to the WE CAN popular
slogan in Nigeria education. Others are the implementation of the Universal Basic Education policy, Millennium
Development Goals (MDGs) etc.
Lagos State Government is not an exception in this cankerworm of fallen educational standard. As a former Federal
Capital Territory and the informal Commercial Capital of Nigeria, it also, has its own fair share. This is supported by the
Governor of the State in 2010 when launching the Eko Project in Lagos. He said, referring particularly to the performance
level of the State’s public schools in the three preceding years of West African Examinations Council (WAEC)
examinations, ‘‘though there is justifiable public concern about the performance, the results demonstrate a marked
improvement from the previous performances. The truth is that those figures are not absolute; on the contrary, they
demonstrate that things are beginning to head in the right directions when they are compared with where we were
yesterday”, pointing out that between 2007 and 2009, the percentage of students who obtained five credits including
Mathematics and English in the examination increased from 7.58 percent to 18.41 percent (Fashola, 2010).
In her effort to raise the dwindling standard of education in the state, the Lagos State Government has embarked on so
many educational programmes such as the introduction of new policies like the Support-a-School Programme which
enabled the administration to widen the opportunities for individuals and corporations to make acknowledged
contributions to the sector. “The Support-a-School Programme is a special purpose vehicle that has enabled individuals,
corporations and societies to get involved, adopt schools, adopt classrooms and laboratories, and also spend time in
ensuring that they are maintained” (Fashola, 2010).
Another on-going Educational Programme embarked upon by the Lagos State Government is the Lagos Eko Secondary
Education Project (LESEP) fondly called EKO PROJECT. It is a partnership between the World Bank and the Lagos State
Government with the objective of improving students learning outcomes in all public junior and senior secondary schools
in the state. This is being achieved through different components and subcomponents which include direct grant
disbursement, Governor’s Education Award, continuous teachers’ professional development, Standardized Students
Assessment, Public Private Collaboration for technical education and the Volunteer Teachers Scheme.
The project, which was initiated to complement the Lagos State Government’s effort at improving the overall quality of
education in the state, supports over half a million public schools students in 668 secondary schools, over 8000 teachers

3. and school administration. The Lagos Eko Project which started as a four year intervention has been extended for a further
two years of Additional Financing based on its ability to meet its overall objectives and its consistency in being rated
Highly Satisfactory by the World Bank ( LESEP REPORT 2014)
Educational Resources is operationally defined in this context as all materials either human or non-human, living or not
living that can help the child in his or her academic pursuit being made available in the school vicinity. It varies from
teachers to instructional materials, laboratory equipment, conducive-classroom for learning, provision of learning
enhancement equipment and materials in the school, well stocked library, clean and neat environment, good sanitation etc.
With much particularity to this research work, educational resources are divided under three main headings:
INSTRUCTIONAL MATERIALS, STUDENTS’ LEARNING ENHANCEMENT RESOURCES and TRAINING OF
TEACHERS. These coupled with SEX and AGE make the independent variables of this study to be five in number while
the dependent variable is STUDENTS’ ACHIEVEMENTS IN MATHEMATICS
Researchers have proved that these educational resources have impact on the educational achievement of the learners. In
the works of Onasanya and Omosewo (2010) which conducted a quasi-experimental design of the pre-test – post-test non-
randomised control group design to examine the effect of using standard instructional materials and improvised
instructional material on secondary school students’ achievement in physics in Ilorin, Nigeria. Two hypotheses were
tested using the independent t-test tool for analysis. The result shows that there was significant difference between the
students taught with standard instructional materials and those taught with improvised instructional materials (t=4.09,
df=14, p<0.05).
Considering age and gender as determinants of academic achievement (CGPA) of Mathematics students, Abubarka and
Adegboyega (2012) carried out a study using thirty eight (38) females and forty (40) males giving a total sample of
seventy eight (78). Descriptive statistics, Univariate analysis of variance (ANOVA), multiple regressions and T-test was
used to analyse the research question and test the null hypothesis. Result revealed a linear relationship between, age-
CGPA and gender–CGPA. A low positive correlation coefficients was obtained for ages and gender (r=0.142 and 0.004)
which were not significant. The result also shows that age and gender jointly accounted for 2.1% of the variance though
age has more predictive capability than gender. The result also shows that no significant gender difference exist in
academic achievement of the students.
On the training of teachers and its effect on students’ achievement, Jacob and Lefgren (2002) conducted a study on the
impact of teachers’ training on student achievement. The design used is the quasi-experimental research design, using the
regression discontinuity strategy. The study focuses on estimating the effect of training of teachers on mathematics and
reading performance of elementary students. The study found out that increase in in-service training of teachers have no
statistical or academic significant effect on either the reading or mathematics achievement of students.
Laudable students’ academic achievements entail many factors but some contribute more than the other. The knowledge
of those factors that contribute more does help educational stakeholders in planning for the future. The ignorance of these
factors and their positive or negative contributions may mean doom for an educational planner. Therefore this study will
assess the extent to which the provided Eko Project educational resources (physical and human) can predict the
mathematics achievement of senior secondary schools students in Epe zone of Educational District III of Lagos State.

4. RESEARCH HYPOTHESIS
The following research hypotheses were used as guide to the study:
Ho1 There is no significant relationship between Eko Project Educational Resources and students’ achievement in
Mathematics?
Ho2 Eko Project Educational Resources have no significant joint effect on Students’ Academic Achievement in
Mathematics in Public Senior Secondary Schools in Lagos?
Ho3 Eko Project Educational Resources have no significant relative contribution to Students’ Academic Achievement
in Mathematics in Public Senior Secondary School Mathematics in Lagos?
RESEARCH METHODOLOGY
The study is a non-experimental, ex-post facto, survey research. All Public Senior Secondary School in Epe Zone of
Education District 111 of Lagos State were used as the target population for this study. Simple Random Sampling
technique was used to pick five schools out of the twenty five public senior secondary schools in the zone. Purposive
Sampling technique was used to select students of SS2 class of the sampled schools because this is the class that has
enjoyed the provisions of Lagos State Eko Project Educational resources for three years (one year in JSS classes and two
years in SSS classes).
The Sample for the study was five (5) Public Secondary Schools randomly selected among the twenty five senior
secondary schools in the zone. All SS2 Students of the sampled schools were used for this study. Altogether, three
hundred and eighty five (385) students were used as sample for this study. Two (2) research instruments were used for this
study. Students Questionnaire of Eko Project Educational Resources and Mathematics Academic Achievement Test
(MAAT) The two instruments were face and content validated. The reliability coefficient for Students Questionnaire of
Eko Project Educational Resources was 0.65 while the Mathematics Academic Achievement Test (MAAT) was adopted
from the Lagos State Government
The data collected was analysed with multiple regression and hypotheses were considered at 0.05 level of significance.
RESEARCH HYPOTHESES TESTING
The Results of Testing H1
Table 2: Pattern of Relationship Between Eko Project Educational Resources (Independent Variables) and Students’
Achievement in Mathematics in Lagos State
Table 2 shows the pattern of relationship between Eko Project Educational Resources and Students Achievement in
Mathematics. Out of the five independent variables, only one have a significant positive relationship with Students
Academic Achievement in Mathematics. This is Student Learning Enhancement Resources r=0.182, p<0.05
Independent Variables Performance in Mathematics Remark
R Sig
Age 0.051 0.159 Not Significant
Sex 0.033 0.261 Not Significant
SLER 0.182 0.000 Significant
Instructional Material 0.081 0.057 Not Significant
Training of Teachers -0.079 0.061 Not Significant

5. The Results of Testing H2
Table 3: Composite Effect of Independent Variables on Students’ Achievement in Mathematics
MODEL SUMMARY
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
1 .215a
.046 .034 10.41628
a. Predictor(Constant), Trainingofteachers, SEX, Stdlearningresources, AGE, instructionalmaterials
ANOVA
Model Sum of Squares Df Mean Square F Sig.
Regression
Residual
Total
1992.859 41121.099
43113.958
5
379
384
398.572 108.499 3.674 .003a
a Predictors: (Constant), TrainingofTeachers, Sex, Stdlearningresources, AGE, instructionalmaterials
b. Dependent Variables: SCORES
From Table 3 above, multiple correlations ‘R’ is 0.22 (to two decimal places). This shows that there is low relationship
between all the predictors combined (Sex, Age, Instructional Materials, Students’ Learning Enhancement Resources and
Training of teachers) and the criterion which is students’ mathematics achievement. In addition the table above shows that
the adjusted R2
is 0.034. This shows that the five predictors (Sex, Age, Instructional Materials, Students’ Learning
Enhancement Resources and Training of teachers) only accounts for 3.4% of the observed variance in the mathematics
achievement of the students. Also, as shown in table 3b, the observed variances is statistically significant, F (5,379) =
3.674, p<0.05
The Results of Testing H3
TABLE: 4 Table of Contributory Prediction of Each Variables Study
Model Unstandardized
Coefficients
Standardized
Coefficients
B Std. Error Beta T Sig.
(Constant)
AGE
SEX
Stdlearningresources
Instructionalm
aterials
TrainingofTeachers
36.368
1.654
1.010
1.346
-.547
-.100
5.670
1.180
1.074
.675
.389
.980
.071
.048
.172
.044
-.077
6.414
1.401
.940
3.259
.825
-1.519
.000
.162
.348
.001
.410
.130
From table 4 we can observe that four of the five predictors’ variables do not contribute significantly to the prediction
model except Students’ Learning Enhancement Resources which contributes significantly (β = 0.172, t = 3.259, p <0.05)

6. Discussion of Findings
The justification for the intervention of any educational programme is to improve the standard of learning in the overall
context. As pertinent as the result of farm produce is to a farmer, so is the aftermath effect of any intervention programme
to the program coordinating agency and the public in general and the financial provider of such programme in particular.
Five predicting variables were studied in this research work. From the result of the regression analysis conducted, it is
obvious that four of the five predictors did not contribute significantly to the dependent variable. These predictors are age,
sex, instructional materials, and training of teachers (in-service).
It was discovered that the age of the students (β=0.071, t=1.401, p>0.05) did not contribute significantly to the students’
academic achievement in mathematics. This is at departure with the results of Abubarka and Adegboyega (2013) who
were of the opinion that age is a very vital contributor and a possible predictor of students’ academic achievement in
school. This result however confirms the conclusions of Abubarka and Dokubo (2012) that age has no significant effect
on students’ academic achievement.
Sex of the students which is also called gender is also a predictor in this research work. The sample used comprises of
48.1% male students and 51.9% female students. Though, most of the high scores in the achievement test were gotten by
female students, yet the regression analysis shows that sex as an independent variable cannot significantly predict the
academic achievement of students in mathematics (β=0.048, t=0.94. p>0.05). This result did not conform to the results
Neuville and Croizet (2007), Abubarka and Adegboyega (2013) who opine that gender is a possible predictor of students’
achievement and has been proved to have significant effect on academic achievements of students. However, the result of
Victor Mlambo (2011) is confirmed by this result that gender is not a good predictor of students’ academic achievement.
Instructional materials, a very common independent variables in most educational researches was also included in the list
of the predicting variables in this research work to test the recentcy of its relevance and contribution to teaching and
learning. Efforts in this research work are not only based on its availability or adequacy, but rather its level of usage and
what contributions does it currently give to the students teaching and learning process. It was discovered however, that
instructional materials at (β=0.044, t=0.825. p>0.05) did not contribute significantly and as such, is not among the most
influential predictors of students’ academic achievement in mathematics. This result confirms the result of Jebson (2012)
who after sampling forty one (41) science teachers and heads of department concluded that instructional materials has no
significant effect on the academic achievements of the students. However, Jaiyeoba and Atanda (2011) confirmed the age
long belief as to the importance and effect of instructional materials on the teaching and learning process and the students’
academic achievement which is in contrast to the result of this research work. This might be due to the fact that they used
larger samples of 1041 compared to Jebson (41) and this research work (385)
Training of teachers was also included in the list of predictors in this research work because it is an integral part of the
Eko Project Intervention. As defined in this research work, it includes only short duration training received by the teacher
funded by the Eko Project Intervention. The regression output shows that these trainings do not contributes significantly
to the academic achievement of the students and as such, cannot alone, significantly predict the academic achievement of
the students in future performance in mathematics (β=-0.077, t=-1.519. p>0.05), though it can in a group of other
variables. This result does not tally with the results of Unanma A.O. et all (2013) who found out that training of teachers
is an integral part of the educational system and that trained teachers have impact on the academic achievement of the
students compared to teachers who are not trained and re-trained. However this research work confirm the work of Jacob

7. and Lefgren (2002) who conducted a meta-analysis of researches that has to do with training of teachers and was of the
conclusion that in-service training has no significant effect on the academic achievements of the students.
The last independent variable in this research work is Students Learning and Enhancement Resources which comprises of
all other materials and services that are been provided for by the Eko Project Fund in the schools for the sole aim of
encouraging the students to learn and ease them of some rigours and ‘labour work’ which has been established to have
been a possible cause of truancy and withdrawal from public schools (Joanna Härmä 2012). The result of this research
work shows that this resources, is the only predictor that contributes significantly to the students’ academic achievement
in mathematics and the only predictor that can predict significantly the future performances of the students in
mathematics. (β=0.172, t=3.259. p<0.05).
This result confirm the conclusion of Jaiyeoba and Atanda (2011) who studied conveniences of the students as regards to
provision of toilet facilities, nomenclature as sanitation services in this research work, in the school environment as one of
their independent variables and discovered that it was one of the two variables that significantly contributes to the
academic performances of the students in Southwest and North central geopolitical zones of Nigeria.
RECOMMENDATIONS
Based on the findings of this research work, the following recommendations are thereby made. Lagos State government
should encourage the usage of improvised instructional materials and teacher made instructional materials which the
teacher can creatively and flexibly use to teach the students. In addition, the type of trainings a teacher goes to should be
selected by the teacher based on his area of need and not based on the availability, seniority or administrative discretion of
the principals of schools or school authority. The training need form should be adequately adhered to.
More Students Learning Enhancement Resources should be provided and continuity of usage should monitored even after
the expiration of the Eko Project Intervention. Also, more schools should be given access to internet facility to enhance
the teaching and learning capacity of the school system.

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