Email this article Effect of Ethnomathematics on Junior Secondary School Student’s Performance in Mathematics in Olamaboro Local Government Area of Kogi State
Abstract
This study investigated the effectiveness of the Ethno mathematics Teaching Method on junior secondary school students’ academic performance in mathematics in Olamaboro Local Government Area, Kogi State, Nigeria. The research employed a quasi-experimental design, involving 120 Junior Secondary School II (JSS2) students who were purposively selected from four schools and randomly assigned into two groups: an experimental group taught using the Ethno-mathematics approach and a control group taught using the conventional method. The study utilized a Mathematics Performance Test (MPT) as the primary instrument for data collection, validated by experts and shown to have a high reliability coefficient (r = 0.87). Pre-test and post-test scores were collected and analyzed using mean, standard deviation, and t-test to assess performance differences and test hypotheses at a 0.05 significance level. The results revealed that students exposed to the Ethno-mathematics Teaching Method achieved significantly higher performance gains compared to those taught using conventional methods. Gender analysis showed no statistically significant difference in performance between male and female students within the experimental group, indicating that the method is inclusive and effective across gender lines. The findings support the conclusion that integrating culturally relevant teaching strategies enhances students' comprehension, engagement, and academic outcomes in mathematics. The study underscores the need for teacher training in ethno mathematics, curriculum reforms to incorporate indigenous knowledge systems, and policy support for culturally contextualized education, especially in rural areas. Based on these outcomes, the study recommends wider adoption of Ethno-mathematics and further research into its long-term and cross-disciplinary impacts.
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