This study examines the determinants of students’ academic performance in senior secondary schools in Lagos State, Nigeria, using a multidimensional analytical framework. Drawing on Systems Theory, Herzberg’s Motivation–Hygiene Theory, and Bloom’s Mastery Learning Model, the study investigates the combined effects of administrative, instructional, motivational, and environmental factors on learning outcomes. A descriptive survey design was employed, with data collected from 286 respondents comprising principals, teachers, and students across public and private schools. Data were analysed using descriptive statistics and independent samples t-tests. Findings indicate that administrative (t = 4.32, p < 0.05), instructional (t = 3.95, p < 0.05), motivational (t = 3.72, p < 0.05), and environmental (t = 4.05, p < 0.05) factors all exert statistically significant influence on students’ academic performance. The results highlight the limitations of single-factor interventions and underscore the importance of integrated, system-level strategies. The study contributes to the literature by providing empirical evidence from a major African urban education system and by advancing a context-sensitive framework for improving learning outcomes in developing countries.
Dr. Osbert E. Ita (Mon,) studied this question.