TEACHING FACILITIES AND STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS IN SENIOR SECONDARY SCHOOLS IN SAGBAMA LOCAL GOVERNMENT AREA OF BAYELSA STATE, NIGERIA.

The study examined the relationship between teaching facilities and students’ academic performance in mathematics in senior secondary schools in Sagbama Local Government Area of Bayelsa State, Nigeria. A correlational survey design was adopted , guided by two research questions and two hypotheses. The population comprised 3,400 senior secondary school 2 (SS2) students across all public secondary schools in the area , from which a sample of 393 students was selected using a simple random sampling technique. Data collection was executed using two instruments: a self-designed structured Teaching Facilities Questionnaire (TFQ) and a Mathematics Achievement Test (MAT) , which demonstrated a high reliability coefficient of 0.87 via the test-retest method. Data were analyzed using the Pearson Product Moment Correlation coefficient at the 0.05 level of significance. The findings revealed a strong, statistically significant positive relationship between classroom furniture and students’ academic performance in mathematics (r = 0.784, p = 0.002 < 0.05). Similarly, a strong, statistically significant positive relationship was established between instructional resources and students' mathematics academic performance (r = 0.871, p = 0.003 < 0.05). Based on these outcomes, it was concluded that the availability and quality of physical learning facilities are critical drivers of mathematics achievement. The study recommended that stakeholders aggressively prioritize the provision of ergonomic classroom furniture to enhance student comfort , and that mathematics educators be continuously encouraged to utilize varied instructional materials to demystify abstract mathematical concepts.