Vol. 12, No. 1, June 2012

The study investigated the effect of Mathematical knowledge on of Nigerian Secondary School Students’ performance in mole concept problems in Chemistry. The sample comprised of Senior Secondary one Students, purposively selected from four secondary schools in Ilorin West and South Local Government Area of Kwara State. 120 students (60 males and 60 female were selected from two schools each serves as experimental and control groups respectively. The content scope of the study was restricted to mole concept of the Senior School Chemistry curriculum. A quasi experimental, non-randomized, non-equivalent pretest post test control group was adopted for the study. The instruments used were a researchers developed Mathematics Competence Test (MCT) and a problem solving in mole concept Test (PSMCT). These Instruments were validated by three experts (three experienced Secondary School Chemistry Teachers who have been WAEC and NECO examiners) Two research questions were raised to guide the study. The data were analyzed using Pearson Product Moment Correlation Coefficient Analysis of covariance (ANCOVA) and Duncan Multiple Range Test. The findings showed that there is a high significant relationship between students performance in mathematics and their performance in mole concept in chemist’y, Students who scored very high in mathematics also scored very high in the mole concept in Chemistry. Based on these findings it was recommended that teaching mole concept with mathematics emphasis can be used to enhance the performance of students in solving mole problems.