Effectiveness of Remedial Teaching on Academic Performance of Low-Achieving Students in Mathematics in Ogun State

This study examines the effectiveness of remedial teaching on the academic performance of low-achieving students in Mathematics in public secondary schools in Ogun State, South West Nigeria. Students who consistently underperform in Mathematics face compounded disadvantages across science and technology pathways, yet targeted remediation programmes in Nigerian secondary schools are rarely evaluated for their efficacy. The study employs a quasi-experimental one-group pretest-posttest design with a comparison group, selecting 180 low-achieving Senior Secondary School One students from schools in Abeokuta South and Ijebu-Ode local government areas. Low achievers were identified using their most recent Mathematics examination scores. The treatment group received structured after-school remedial classes over ten weeks using diagnostic and mastery-based approaches. A researcher-developed Mathematics Achievement Test provided pre- and post-treatment scores. Gagne's Conditions of Learning and the Mastery Learning Theory guide the conceptual framework. Findings are expected to demonstrate significant post-intervention gains among remediated students compared to a matched control group. Teacher competence in diagnostic instruction and the quality of remedial content are examined as mediating variables. Recommendations address the Ogun State Secondary Education Management Board, Mathematics teachers, and school administrators on institutionalising evidence-based remedial programmes as part of the regular school calendar. The study contributes to the literature on learning recovery and academic support interventions in South West Nigeria. Keywords: remedial teaching, Mathematics performance, low-achieving students, Ogun State, mastery learning