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