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The introduction of quantitative topics into the secondary school economics curriculum has attracted the interest of economics educators and researchers. This concern arose from the fact that students achievements in the secondary school certificate economics have remained poor. This work therefore investigated the relationship among teacher effectiveness factors, organisational climate and quantitative ability and secondary school students achievement in economics. The work would be of immense benefit to students, teachers, counsellors, principals, non-governmental organizations (NGOs) and government in attempting to improve academic achievement in Economics.The work could also be considered significant because teachers would be equipped with additional information and insight on the contributions of teacher effectiveness, organisational climate and quantitative ability variables on academic achievement in Economics.