Approaches to learning as determinants of senior secondary school students’ achievement in mathematics

Relationships between approaches to learning and achievement in mathematics are well established in the foreign literature. However, studies on relationships between approaches to learning and achievement in mathematics in Nigerian mathematics education community are scarce. Thus, the goal of the present study is to showcase empirical evidence for a predictive association between approaches to learning and achievement in mathematics in Nigeria. The current study deploys a cross-sectional survey research design that includes 1260 senior secondary school year two students. Two valid and reliable instruments were used for data collection in the study. Two research questions were stated within the area of students’ learning approaches and answered using Pearson product moment correlation and step-wise regression analysis. The results showed that there was a significant relationship between approaches to learning and achievement in mathematics ( r = 0.433, p