Effect of Ethnomathematics Teaching Method on Mathematics Achievement in Geometry Among Secondary School students in Edo State

Abstract

The study investigated the effect of Ethnomathematics teaching method on mathematics students’ achievement in Geometry in Akoko Edo Local Government Area, Edo State. The study population comprise all Junior Secondary School students in Akoko Edo Local Government. The sample consisted 200 Junior Secondary School Mathematics students selected using simple random sampling technique. Four schools were selected, two each for experimental and control groups. The instrument used for the study was Geometry Achievement Test (GAT). Two research questions were raised with two corresponding hypotheses formulated and tested. Data were analysed using descriptive and inferential statistics. The result revealed that Mathematics students’ achievement mean scores in Geometry was high when taught with Ethnomathematics. There was also significant difference based on gender and teaching method. The study revealed that female students achieved higher in Geometry when taught with ethnomathematics than their male counterparts. Based on the findings, it was recommended that Ethnomathematics should be utilized in teaching mathematics in Junior Secondary Schools. Mathematics teachers should be trained and retrained in skills of applying ethnomathematics teaching to enable them give quality instructional delivery process to the students. Authors of Mathematics textbooks should display content in Mathematics and instructional materials based on the culture of the Nigerian society to allow students work effectively with solving problems in Mathematics.