Background of the Study
The differential scholastic achievement of students in Nigeria has been still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a general believe about the fallen standard of education in Nigeria (Adebule 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teacher, also complain of students low performances at both internal and external examinations. Poor academic performance according to Aremu (2003) is a performance that is declared by the examiner. Poor academic performance has been in school subject especially Mathematics among secondary school students. Education at secondary school level is supposed to be the bedrocks and the foundation towards higher knowledge in tertiary institutions. However different people of different times has passed the blame of poor performance in Mathematics to student because of their low parental factors low achievement associated with wrong peers likes (Aremu and Sokan 2003: Aremu and Oluwole 2001; Aremu 2000).
Morakinyo (2003) believed that the falling level of academic achievement of students in Mathematics is attributed to teachers non use of verbal reinforcement strategy. He also found out that the attribute of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, poor method of teaching and the likes affect pupils academic performance.
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