Olaleye Olusoji OJO2024-08-292024-08-2920233027-0308https://repository.lcu.edu.ng/handle/123456789/748The study examined if student achievement in chemistry could be enhanced by teaching them selected mathematics concepts prior to chemistry teaching or teaching them selected mathematics concepts simultaneously with chemistry. The sample of the study was three hundred students selected by simple random techniques from 4,853 senior secondary II students in Oyo Educational Zone. The design was quasi-experimental involving three groups. Group Awas taught relevant mathematics concepts before chemistry group B was taught mathematics with chemistry simultaneously while group C received no mathematics lesson. The instrument used to harvest data was chemistry Achievement Test (CAT) adapted from West African examinations Council (WAEC) and National Examination Council (NECO) 2011-2020. The groups were pre-tested with the instrument comprising eighty (80) multiple choices question and post-tested with a reshuffled faction of the pre-test after the experiment. The data obtained was analyzed using t-test. The results of the study revealed that group taught relevant mathematics concept before chemistry lessons performed better than the two other groups. It was recommended that curriculum should be designed in a way that relevant mathematics topics essential for chemistry should be taught earlier in senior secondary.enRelevant Mathematical Concept as Precursor of Academic Achievement in ChemistryArticle