EFFECT OF ETHNO-MATHEMATICS ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS
Keywords:
Achievement, Ethno-mathematics, Gender, Senior Secondary school.Abstract
This study examined the effect of ethno-mathematics on senior secondary school students’ academic achievement in mathematics. Two research questions were examined and two null hypotheses were formed in the study. One hundred and seventy-three (173) senior secondary school students were sampled from a population of 32,967 students. The sample consisted of 87 students in the treatment group and 86 students in the control group. The treatment group was taught mathematics using ethno-mathematics while the control group was taught using the conventional method (i.e., chalk and talk method). A quasi experimental research design was employed to achieve the central aim of the study. The instrument used for the collection of data was test in mathematics achievement (TMA). The test consisted of 25 multiple choice questions. The instrument was validated by a team of experts. A reliability coefficient value of 0.75 was obtained using the KR-20 formula. The research questions were answered using descriptive statistics such as mean and standard deviation, while the hypotheses were tested using inferential statistic such as analysis of co-variance (ANCOVA). The results showed that there was a significant difference in the mean achievement score of the students taught mathematics using ethno-mathematics and the conventional method. The result also showed a significant difference in the mean achievement score of male and female students taught mathematics using ethno-mathematics. The author recommended, among others, that mathematics teachers should endeavour to use ethno-mathematics method in the teaching of mathematics as it would help to improve students’ achievement in the all importance subject.
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