Interaction Effect of Ethno-Mathematics Teaching Approach, Lecture Method and Gender on Senior Secondary School Students’ Academic Achievement in Mathematics in Adamawa State, Nigeria

Abstract

This paper examined the interaction effect of ethno-mathematics teaching approach(ETA), lecture method and gender on senior secondary school students’ academicachievement in mathematics in Adamawa state. The study used three hundredand thirteen (313) senior secondary school II students. Quasi-experimental designwas adopted for the study. Data were collected using Mathematics Achievement Test(MAT) instrument. Two research question and three hypotheses were used to guide thestudy. Mean and standard deviations were used to answer the research question while thehypotheses were tested at 0.05 level of significance using analysis of variance(ANCOVA). Results (F = 19.667, df = 1, P = 0.000) revealed that students exposed toETA achieved higher than those taught with conventional method. The study alsorevealed that (F= 0.249, df=1, P=0.618) gender of subjects do not have significant effecton their achievement and (F =0 .254, df = 1, P = 0.615)a non-significant interactioneffect between ETA, conventional method and gender on students’ academic achievementin mathematics. Methods both accounted for (0.60) 6% of the variance, gender accountedfor only (0.001) 0.1% of the variance while all the variables jointly accountedfor (0.001) 0.1% of the variance, methods were the better predictors.The study recommended amongst others that mathematics teachers should incorporateand use ethno-mathematics teaching approach.Keywords: Interaction effect, ethno-mathematics, lecture method, gender and academicachievement

This paper examined the interaction effect of ethno-mathematics teaching approach

(ETA), lecture method and gender on senior secondary school students’ academic

achievement in mathematics in Adamawa state. The study used three hundred

and thirteen (313) senior secondary school II students. Quasi-experimental design

was adopted for the study. Data were collected using Mathematics Achievement Test

(MAT) instrument. Two research question and three hypotheses were used to guide the

study. Mean and standard deviations were used to answer the research question while the

hypotheses were tested at 0.05 level of significance using analysis of variance

(ANCOVA). Results (F = 19.667, df = 1, P = 0.000) revealed that students exposed to

ETA achieved higher than those taught with conventional method. The study also

revealed that (F= 0.249, df=1, P=0.618) gender of subjects do not have significant effect

on their achievement and (F =0 .254, df = 1, P = 0.615)a non-significant interaction

effect between ETA, conventional method and gender on students’ academic achievement

in mathematics. Methods both accounted for (0.60) 6% of the variance, gender accounted

for only (0.001) 0.1% of the variance while all the variables jointly accounted

for (0.001) 0.1% of the variance, methods were the better predictors.

The study recommended amongst others that mathematics teachers should incorporate

and use ethno-mathematics teaching approach.

Keywords: Interaction effect, ethno-mathematics, lecture method, gender and academic

achievement

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APA

YOHANNA, D. (2019). Interaction Effect of Ethno-Mathematics Teaching Approach, Lecture Method and Gender on Senior Secondary School Students’ Academic Achievement in Mathematics in Adamawa State, Nigeria. Afribary. Retrieved from https://track.afribary.com/works/daniel-hassan

MLA 8th

YOHANNA, DANIEL "Interaction Effect of Ethno-Mathematics Teaching Approach, Lecture Method and Gender on Senior Secondary School Students’ Academic Achievement in Mathematics in Adamawa State, Nigeria" Afribary. Afribary, 07 Aug. 2019, https://track.afribary.com/works/daniel-hassan. Accessed 20 Nov. 2024.

MLA7

YOHANNA, DANIEL . "Interaction Effect of Ethno-Mathematics Teaching Approach, Lecture Method and Gender on Senior Secondary School Students’ Academic Achievement in Mathematics in Adamawa State, Nigeria". Afribary, Afribary, 07 Aug. 2019. Web. 20 Nov. 2024. < https://track.afribary.com/works/daniel-hassan >.

Chicago

YOHANNA, DANIEL . "Interaction Effect of Ethno-Mathematics Teaching Approach, Lecture Method and Gender on Senior Secondary School Students’ Academic Achievement in Mathematics in Adamawa State, Nigeria" Afribary (2019). Accessed November 20, 2024. https://track.afribary.com/works/daniel-hassan

Interaction Effect of Ethno-Mathematics Teaching Approach, Lecture Method and Gender on Senior Secondary School Students’ Academic Achievement in Mathematics in Adamawa State, Nigeria

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