This research project conducted a survey in both government and private schools within the Birnin Kebbi metropolis to evaluate the performance of students in mathematics, which is a compulsory subject for students entering tertiary institutions, regardless of whether they are pursuing arts or science disciplines. The study focused on assessing the proportion of students who achieved a grade of A, B, or C in mathematics, which is considered a credit-worthy performance. The Malthusian population model was utilized to analyze the survey results. The results showed a startling finding: when considering pupils' improvement in mathematics, the Malthus parameter— which is frequently used to calculate population growth—was found to be extremely low. This implies that the students' rate of progression or advancement in their mathematics skills was sluggish, which may point to difficulties with this important subject. These results pose significant queries on the variables affecting the region's students' arithmetic performance. Regardless of the academic route that a student chooses, more investigation and interventions could be required to resolve these problems and raise their level of mathematical competency.