RELATIONSHIP AMONG SENIOR SECONDARY SCHOOL STUDENTS' PERFORMANCE IN COMPUTER SCIENCE, MATHEMATICS, AND PHYSICS IN SABON GARI LGA, KADUNA STATE

1.1 Background of the Study

Academic performance has historically been regarded as a crucial metric of educational accomplishment, frequently acting as the principal gauge of student success. Disciplines like Computer Science, Mathematics, and Physics play a crucial role in forming the cognitive foundation of students in societies driven by science and technology. The exploration of these subjects not only cultivates advanced problem-solving abilities but also establishes a fundamental basis for a multitude of academic pursuits in higher education, especially within the realms of engineering, data science, and technology-oriented fields. Nonetheless, the variations in student performance across these subjects have instigated comprehensive investigations into the determinants affecting academic results, particularly at the senior secondary school stage. The correlation between student achievement across various disciplines is a topic of growing significance among scholars and educational practitioners. The interdependencies in performance among Mathematics, Computer Science, and Physics have been underscored, owing to the significant conceptual similarities that exist among these disciplines. Adeyemi (2018) posits that Mathematics constitutes the foundational framework of the sciences, especially Physics, which fundamentally depends on mathematical principles to elucidate physical phenomena. Similarly, Computer Science, as a field that encompasses logical reasoning and algorithmic thought processes, is intricately connected to both Mathematics and Physics (Bers, 2019).

In recent years, an expanding corpus of research has endeavoured to explore the interrelations between performance in one subject and its implications for outcomes in others, especially within the context of senior secondary education. Research conducted by Usman et al. (2020) indicates that students who demonstrate proficiency in Mathematics tend to achieve higher levels of success in Physics, due to the inherent mathematical requirements of the subject. In a similar vein, Dogo (2021) observed that students exhibiting robust computational thinking, frequently acquired through Computer Science courses, tend to excel in both Mathematics and Physics, attributable to the common cognitive skills demanded by all three disciplines. Notwithstanding the interconnectedness of these disciplines, disparities in performance have been noted, especially in regions like Sabon Gari LGA, Kaduna State. Achievement in the sciences serves as a vital factor influencing academic success and the availability of higher education opportunities; however, numerous students find it challenging to attain the necessary standards, especially in Mathematics and Physics (Zubairu, 2020). This has prompted an inquiry into the elements that may be influencing these discrepancies. Is there a correlation between high performance in Computer Science and success in Mathematics and Physics among students? What are the underlying socio-economic, instructional, or psychological factors that may be influencing this performance pattern?

Furthermore, the educational framework in Nigeria, especially within the northern region, encounters distinct challenges that may impact student achievement in scientific disciplines. Elements including the calibre of educators, the condition of educational facilities, and the prevailing socio-cultural perspectives on science education significantly influence student outcomes (Obinna & Musa, 2019). For example, educational institutions in Sabon Gari LGA frequently experience a deficiency in essential resources for science education, potentially intensifying the difficulties students encounter in achieving proficiency in these disciplines. This research aims to explore the correlation between the academic performance of senior secondary school students in Computer Science, Mathematics, and Physics within the context of Sabon Gari LGA, Kaduna State. The research seeks to explore the interconnections among these subjects, aiming to offer insights that may assist educational stakeholders in devising more effective teaching strategies and optimising resource allocation, ultimately enhancing academic outcomes for students in these essential domains.

1.2 Statement of the Problem

The performance of students in disciplines related to science, especially Mathematics, Computer Science, and Physics, plays a crucial role in shaping their academic trajectories and future career opportunities. In Sabon Gari LGA, Kaduna State, a significant variance in performance can be observed across these subjects. Despite the intricate relationships among various disciplines, numerous students excel in one area while encountering challenges in others. Notably, inadequate performance in Mathematics and Physics has been extensively recorded (Abdullahi, 2021). This inconsistency prompts an examination of the underlying factors that lead to these disparate results. Although certain students demonstrate exceptional aptitude in Computer Science, they frequently struggle in Mathematics or Physics, even though there are conceptual connections between these disciplines. On the other hand, students who encounter challenges in Mathematics often experience obstacles in Physics, due to the foundational role that mathematical principles play in the study of Physics (Usman et al., 2020). The relationship between performance in one subject and its impact on outcomes in others is still ambiguous, as is the degree to which external factors like teaching quality, resource availability, and student attitudes play a role in these performance disparities. The issue at hand is the insufficient comprehension of the interplay between students' achievements in Computer Science, Mathematics, and Physics within Sabon Gari LGA. Failing to confront this knowledge deficit may hinder educational stakeholders in their efforts to formulate precise interventions aimed at improving student performance in these essential subjects.

1.3 Objectives of the Study

The primary objective of this study is to investigate the relationship among senior secondary school students’ performance in Computer Science, Mathematics, and Physics in Sabon Gari LGA, Kaduna State. The specific objectives are to:

1. Examine the correlation between students' performance in Computer Science and Mathematics.

2. Investigate the relationship between students' performance in Mathematics and Physics.

3. Determine how performance in Computer Science influences performance in Physics.

4. Identify the external factors that may affect students' academic performance in these subjects.

1.4 Research Questions

To achieve the above objectives, the following research questions will guide the study:

1. What is the correlation between students' performance in Computer Science and Mathematics?

2. What is the relationship between students' performance in Mathematics and Physics?

3. How does performance in Computer Science influence students’ performance in Physics?

4. What external factors affect students' academic performance in Computer Science, Mathematics, and Physics?

1.5 Research Hypotheses

Based on the research questions, the following hypotheses are proposed for testing:

Ho1: There is no significant correlation between students' performance in Computer Science and Mathematics.

Ho2: There is no significant relationship between students' performance in Mathematics and Physics.

Ho3: Students' performance in Computer Science does not significantly influence their performance in Physics.

Ho4: External factors do not significantly affect students' academic performance in Computer Science, Mathematics, and Physics.

1.6 Significance of the Study

This study is significant in several ways. First, it contributes to the academic literature on the relationship between science subjects, particularly in the Nigerian context, where limited research has been conducted on this issue. Understanding the correlations among these subjects could help educators develop more integrated and effective teaching strategies. Second, the findings of this study will provide valuable insights for policymakers and educational authorities in Kaduna State, particularly in addressing the specific challenges faced by students in Sabon Gari LGA. By identifying the factors that contribute to poor performance in Mathematics and Physics, the study will inform resource allocation and curriculum development aimed at improving student outcomes. Finally, the study has the potential to guide further research in other regions, contributing to broader national efforts to improve science education in Nigeria.

1.7 Scope and Delimitation of the Study

The scope of this study is limited to senior secondary school students in Sabon Gari LGA, Kaduna State, focusing on their performance in Computer Science, Mathematics, and Physics. The study will examine the relationship between these subjects during the 2023/2024 academic session. Data will be collected from a sample of secondary schools within the Local Government Area. The study is delimited by its focus on only three subjects and a specific geographical location. Therefore, the findings may not be generalizable to other subjects or regions without further research.

1.8 Operational Definition of Terms

Academic Performance: The measurable outcome of student learning, typically reflected in grades or scores in a specific subject.

Computer Science: A field of study that involves the design, analysis, and application of algorithms and computational systems.

Mathematics: The abstract science of number, quantity, and space, which is a fundamental subject for scientific and engineering disciplines.

Physics: The natural science that involves the study of matter, energy, and the laws that govern the physical universe.

Sabon Gari LGA: A Local Government Area in Kaduna State, Nigeria, which is the focus of this study.