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In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy.     Keywords: Emotional intelligence, Mathematics Achievement, Secondary school, Self-efficacy, Self-esteem;

This paper determined the relative effect of animated and non-animated powerpoint (PPT) presentations on students’ achievement in physics. A non-equivalent group quasi-experimental research design was adopted for the study, using a sample of 88 senior secondary two students drawn from secondary schools in Nsukka Local Government Area of Enugu State. A 30-item multiple-choice Physics Achievement Test (PAT) was used for data collection. The instrument was both face and content validate. The internal consistency reliability of the items of the PAT was established to be 0.76 using Kuder–Richardson formula 20, while the estimated temporal stability was obtained to be 0.88 using Pearson’s product-moment correlation. The mean was used to answer the research questions while t-test of independent samples was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that animated PPT significantly enhanced the achievement of students in physics than the non-animated PPT presentation. Keywords: Achievement, powerpoint animation, physics, presentation, relative effect.

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