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

DANIEL YOHANNA 11 PAGES (4501 WORDS) Article
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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

DANIEL, Y (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.com: Retrieved August 19, 2019, from https://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.com. Afribary.com, 07 Aug. 2019, https://afribary.com/works/daniel-hassan . Accessed 19 Aug. 2019.

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.com, Afribary.com, 07 Aug. 2019. Web. 19 Aug. 2019. < https://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.com (2019). Accessed August 19, 2019. https://afribary.com/works/daniel-hassan