The Predictive Power of Ordinary Level Mathematics Scores on Advanced Level Physics Performance in Some Selected Schools in Mezam Division, North West Region of Cameroon

Aim: The study aimed to examine whether knowledge of Ordinary Level mathematics serves as a prerequisite for student performance in advanced level physics in some selected schools in the Mezam Division, North West Region of Cameroon. Methods: A survey research design supported by ex post facto analysis was employed. Data were collected from 240 participants using questionnaires, checklists, and focus group discussions. Descriptive statistics, t-tests, and Pearson correlation were used in the analysis. Results: Results showed a significant positive relationship between ordinary level mathematics knowledge and advanced level physics performance. Both school records and questionnaire responses confirmed that students with stronger mathematics foundations performed better in physics. Conclusion: The study concludes that ordinary-level mathematics knowledge is a strong predictor of advanced-level physics performance. Therefore, strengthening mathematics instruction at the Ordinary Level is essential for improving student success in physics. Recommendation: It is recommended that curriculum developers integrate mathematics more explicitly into physics instruction, and that schools provide remedial mathematics support for students struggling with key concepts such as algebra and trigonometry.