Student's Academic Performance in Physics and Mathematics among Senior Secondary Schools in Maradun Local Government Area, Zamfara State, Nigeria.

The purpose of this research is to investigate Student’s Academic Performance in Physics and Mathematics Among Senior Secondary School Students in Maradun Local Government Area, Zamfara State, Nigeria. Three objectives with corresponding research questions and null hypotheses guided the study.  The study employed Descriptive survey design. The population of the study consisted of all senior secondary school SS2 Physics and Mathematics students from eight (8) public senior secondary schools in the local government area. A convenience sampling approach was used in selecting two schools one male and one female. The sample size of the study consisted of 232 SS2 students. The instruments for data collection were Secondary School II Physics Performance test (SSII PPT) and Secondary School II Mathematics Performance Test (SSII MPT),with determined reliability indexes of 0.79 and 0.78 respectively, each comprised of 30 objective items with options A-D, which were administered to ascertain students’ academic performance in Physics and Mathematics. Descriptive statistics of mean, standard deviation, and mean difference were used in answering research questions, while T-test statistics was used in testing the null hypotheses at 0.05 level of significance. The key findings of the study revealed no statistical significant difference between students’ academic performance in Physics and Mathematics regardless of gender. These results suggest a unique educational landscape in the study area where traditional, academic disparities often observed in other contexts are not statistically evident. The study concludes with recommendations for educators and policymakers to enhance teaching methodologies that highlight the interconnectedness of subjects, with the aim to promote science education and maintain gender-neutral learning environments to sustain these equitable outcomes in the state.