Abstract:
The study evaluated how school context affects Delta State students' mathematics achievement. The study uses ex-post facto and correlational survey designs. 39,904 Delta State public senior secondary SSII students were studied. Stratified sampling was used to choose 589 Delta State public secondary school students for the study. School Context Questionnaire (SCQ) was employed for data gathering. SCQ had 25 items and a column for student mathematics examination scores. SCQ was face verified by three professionals and had a Cronbach alpha reliability coefficient of 0.76. The past mathematics examination scores of students who completed the questionnaire were collected. The questionnaire and students' mathematics scores were collected on the spot and analysed using Pearson's Product Moment Correlation statistics. Results showed that school setting (climate, physical environment, instructional practices, availability and use of facilities, and leadership) positively correlates with mathematics achievement. Thus, educational context favourably affects mathematics students' achievement. The study's results led to appropriate suggestions.
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