The consistent poor academic performance of students in public secondary schools can be regarded as a serious social problem, all stakeholders in education; have concluded that students’ academic performance in public secondary schools falls short of the desired standard. The study investigated the integrated factors determining academic performance of students in public secondary schools in Bayelsa State, Nigeria. The descriptive survey research design was adopted and purposive sampling technique was used to select subjects of over 2506 students and 800 teachers in Sagbama. 80 teachers and 242 students were randomly selected from eight public secondary schools to participate in the study. A peer validated questionnaire was used for data collection at r=.92. Data was analysed based on four research questions using simple percentage counts. Results revealed that integrated factors such as teachers, societal, parental, peer group, etc. had positive impacts. It was recommended that teachers and the civil society should contribute positively to the academic performance of public secondary schools students’ in Bayelsa State, Nigeria.
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