ABSTRACT
The study investigated Ethno-mathematics Teaching Approach on Upper Basic Students’ Achievement and Retention in Geometry. The study adopted quasi-experimental design. The population consisted of 60,923 upper basic students (JSS1) made up of 25,609 males and 35,314 females. Four schools were purposively sampled out of twelve (12) schools in Ikot Ekpene Education zone of Akwa Ibom State. Simple random sampling technique (toss of coin) was used in selecting the schools that became experimental and control groups. The study sampled a total of 382 students, 198 students made up the experimental group and 184 students made up of control group. 382 students comprising of 233 males and149 females from eight(8) intact classes in four schools drawn through purposive sampling. The research was guided by eight purposes, eight research questions and eight hypotheses. One validated researcher made multiple choice instrument (RMMAT) with reliability of .80 using (K-R20) formula was used for the data collection. The research questions were answered using descriptive statistics; mean and standard deviation while hypotheses were tested using Analysis of Covariance (ANCOVA) statistic at p < .05 level of significance. The findings reveal that students taught using ethno-mathematics teaching approach performed significantly better than their counterparts taught using expository approach. In retention test, students taught using ethno-mathematics teaching approach retained the concept (geometry) significantly better than those taught using expository teaching approach. It was recommended that mathematics teachers should be encouraged to adopt ethno-mathematics teaching approach in their instructions which uses cultural experiences as vehicles to make mathematics learning more meaningful.
TABLE
OF CONTENTS
Cover
Page - - - - - - - - - - i
Title
Page - - - - - - - - - - ii
Declaration
- - - - - - - - - - - iii
Certification - - - - - - - - - - iv
Dedication - - - - - - - - - - v
Acknowledgements - - - - - - - - - vi
Table
of Contents - - - - - - - - - vii
List
of Tables - - - - - - - - - - x
List
of Appendices - - - - - - - - - xi
Abstract - - - - - - - - - - xiii
CHAPTER 1: INTRODUCTION
1.1 Background to the Study - - - - - 1
1.2 Statement of the problem - - - - - 11
1.3 Purpose of the Study - - - - - - 12
1.4 Research Questions - - - - - - 13
1.5 Hypotheses - - - - - - 14
1.6 Significance of the Study - - - - - 15
1.7 Scope of the Study - - - - - - 16
CHAPTER 2 : REVIEW
OF RELATED LITERATURE
2.1 Conceptual Framework - - - - - 17
2.1.1 Concept of Ethno - Mathematics - - - - 17
2.1.2 Ethno – Mathematics in the
Environment - - - 19
2.1.3 Ethno – Mathematics Teaching Approach - - - 21
2.2 Theoretical Framework - - - - - 25
2.2.1 Dewey’s Theory of Constructivism - - - - 26
2.2.2 Bruner’s Theory of Cognitive
Constructivism - - 29
2.2.3 Piaget’s Theory of Cognitive
Constructivism - - 30
2.2.4 Vygotsky’s Theory of Constructivism - - - 33
2.2.5 Implication of Constructivism
(Dewey, Bruner, Piaget and
Vygotsky)
on Ethno – Mathematics Teaching Approach
- 35
2.3 Empirical Studies - - - - - - 3
2.3.1 Effects of Ethno – mathematics on
Students’ Achievement
and Retention - - - - - 38
2. 3.2 Influence of Gender on Students’
Academic Achievement and Retention in
Mathematics - - - 41
2.3.3 Urban and Rural
Effects on Mathematics
Achievement
and Retention - - - - - 44
2.4 Summary of Literature Review - - - - 45
CHAPTER 3: METHODOLOGY
3. 1 Design of the Study - - - - - - 47
3. 2 Area
of Study - - - - - - 48
3. 3 Population
of the Study - - - - - 49
3. 4 Sample
and Sampling Techniques - - - - 49
3. 5 Instrument
for Data Collection - - - - 51
3. 6 Validation
of the Instrument - - - - - 51
3. 7 Reliability
of the Instrument - - - - - 52
3.7.1 Scoring of
Mathematics Achievement Test (MAT) - - 53
3.7.1 Lesson Package on
Geometry - - - - 53
3. 8 Method of Data Collection - - - - - 53
3. 8.1 Experimental
Procedure - - - - - 54
3.8.2 Control
of Extraneous Variable - - - - 55
3.9 Method
of Data Analysis - - - - - 56
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Result - - - - - - - 57
4.1.1 Research Question One - - - - - 57
4.1.2 Major Findings of the Study - - - - - 72
4.2 Discussion of Findings - - - - - 75
CHAPTER 5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary of the Study - - - - - - 80
5.2 Educational Implications of the
Finding - - - 82
5.3 Conclusion - - - - - - - 84
5.4 Recommendations - - - - - - 85
5.5 Limitation of the Study - - - - - 86
5.6 Suggestions for the Further Study - - - - 86
REFERENCES 88
APPENDICES 96
LIST OF TABLES
Table Pages
4.01 Mean and Standard Deviation of Students’
Pre-test and
Post-test Scored by Teaching Approach - - - - 57
4.02 Analysis of Covariance (ANCOVA) of Students’
Post-test Score by Teaching Approach with Pre-test as Covariate - - - - 58
4.03 Mean and Standard Deviation of Students’
Pre-test and Retention
Scored by Teaching Approach - - - - - 59
4.04 Analysis of Covariance (ANCOVA) of Students’
Retention
Scores by Teaching Approach - - - - - 60
4.05 Mean and Standard Deviation of Students’
Pre-test and Post-test
Scored by Gender and Treatment - - - - - 61
4.06 Analysis of Covariance (ANCOVA) of
Students’ Achievement
Scores Classified by Gender with Pre-test as Covariate - - 62
4.07 Mean and Standard Deviation of Students’
Pre-test and Retention
Scored by Gender and treatment - - - - - 63
4.08 Analysis of Covariance (ANCOVA) of
Students’ Retention Score
Classified by Gender - - - - - - 64
4.09 Summary of Analysis of Covariance (ANCOVA)
of the interaction
Effect of Teaching Approaches and Gender by Students’ Achievement Scores in
Geometry - - - - - 65
4.10 Summary of Analysis of Covariance (ANCOVA)
of the Interaction
Effects of Teaching Approaches and Gender by Students’ Retention Scores in Geometry - - - - - - - 67
4.11 Mean and Standard Deviation of Students’
Pre-test and Post-test
Scored by Location - - - - - - - 68
4.12 Analysis of Covariance (ANCOVA) of
Students’ Achievement Scored by
Location - - - - - - - 69
4.13 Mean and Standard Deviation of Students’
Pre-test and retention
Test Scored by Location - - - - - - 70
4.14 Summary of Analysis of Covariance (ANCOVA)
of Students’ Retention
Scored by Location - - - - - 71
LIST
OF APPENDICES
I Performance of Students in
Mathematics in
WASSCE
(1991 – 2017) - - - - - 96
II Total Population based on
Preliminary Census Figure - 97
III Researcher Made Multiple Choice
Achievement Test
on Geometry (RMMAT) - - - - - 98
IV Marking Scheme for (RMMAT) - - - - 103
V Researcher Made
Multiple Choice Mathematics Post-test
(RMMAPOT) - - 104
VI Marking
Scheme for (RMMAPOT) - - - - 109
VII Researcher
Made Multiple Choice Mathematics
Retention Test
(RMMARET) - - 110
VIII Marking
Scheme for (RMMARET) - - - - 115
IX Number of Public Junior
Secondary Schools in South –
South of Nigeria - - - - - 116
X Population
of JSS1 in South – South Zone of
Nigeria
(Public and
Private Schools) - - - - 117
XI Sample for the Study - - - - - - 118
XII Public and Private Schools in Ikot
Ekpene Randomly
Selected
for the Study - - - - - - 119
XIII A Lesson Plan on Geometry for
Experimental Group - - 120
XIII B Lesson Plan on Geometry for
Experimental Group - - 125
XIII C Lesson Plan on Geometry for
Experimental Group - - 133
XIII D Lesson Plan on Geometry for
Experimental Group - - 141
XIV A Lesson Plan on
Geometry for Control Group - - 147
XIV B Lesson Plan on
Geometry for Control Group - - 151
XIV C Lesson Plan on
Geometry for Control Group - - 155
XIV D Lesson Plan on
Geometry for Control Group - - 160
XV Raw Scores of Trial
Testing Distribution for Achievement Test on
Geometry (RMMAT) - - - 164
XVI Annang / Ibibio Cultural Artefacts - - - - 166
XVII Letter of
Permission - - - - - - 170
XVIII Table for Determining Sample Size
for a Population - 171
XIX Table of Specification for
Achievement Test - - - 173
XX Validate 1 - - - - - - - 174
XXI Validate 2 - - - - - - - 175
XXII Validate 3 - - - - - - - 176
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
Mathematics is a universal and
fundamental tool in the development of an individual and the society at large.
It is indispensable in every aspect of human endeavour. Mathematics is the
backbone of Science and Technology and no nation can hope to achieve any
measure of scientific and technological advancement without proper foundation
in school Mathematics. Kolawole and Popoola (2011) defined Mathematics as an
instrument to ease or facilitate the learning of other subjects. It is a
subject needed in all ramifications of professions in everyday activities. Its
application cuts across all frontiers of human endeavour. According to Fajemidagba, Salman and Ayinla
(2011), Mathematics is the pillar of all knowledge showing its relevance to all
disciplines. Ezeugwu (2013), Ugwu (2013) and Nakhanu (2012) see Mathematics as
the king of science and technology, the pivot of all sciences, the gate and key
of science subjects at the primary, secondary and tertiary school levels. It
follows that a good knowledge of Mathematics could enhance better performance
in sciences.
Mathematics is very important in
almost every aspect of one’s life. International Commission on Mathematics ICM
(2006) defines Mathematics as a subject which reveals hidden patterns that help
in the understanding of the world around man. This is why Agwaga (2014) stated
that, without Mathematics nobody can live for a single day. For this reason, it
has been clearly stated that no human being can live peacefully without knowing
how to count and calculate (Lessa, 2012).
This indicated that the knowledge of
Mathematics as a subject is not only necessary for successful schooling but
also for human survival in everyday life. Hence, there is no field of study where
Mathematics is not useful. For instance, the farmers, carpenters, hunters,
housewives make use of it even though some may not be aware of it. Similarly, Mathematics
skills are utilized in areas like painting, music, management information
system, accounting, traffic control etc. In recognition of usefulness of
Mathematics, the Federal Government of Nigeria through the National Policy of
Education (FRN, 2014), made Mathematics compulsory and one of the core subjects
to be offered at both the primary and secondary school levels of education. In
addition, a Credit Pass in Mathematics at Senior Secondary Certificate
Examinations (SSCE) is a requirement for admission in almost all science
related courses in the Universities (JAMB, 2015). In spite of the importance of
mathematics in human, scientific and technological development, students do not
show much seriousness in the subject as the learning outcomes have been
worrisome.
Despite the high position occupied by
Mathematics in Nigerian Education system, students’ academic performance in the
subject at Senior School Certificate Examination (SSCE) has been consistently
poor (Awodeyi,2017). The author further noted that it has been shown that from
2007 – 2016, students performed poorly in WAEC. In support of this statement,
Ambali (2014) noted that against the backdrop of the importance of mathematics
in the home, society and industry coupled with the fact that it is a requirement
for students’ admissions into higher education in the physical sciences and
science-related disciplines. It is very surprising that approaches and
strategies for teaching and learning of this subject at both primary and
secondary school levels are not probably put to use effectively. There are
several factors responsible for the poor situation. These include the phobia
for Mathematics by students, uninspiring Mathematics teaching, the dearth of
Mathematics teachers generally in the country (Awodeyi, 2017). Learners had
also been reported to be exposed to inadequate Mathematics experiences in the
early formative stages of life in school Mathematics (Awodeyi, 2017). However,
this present study is based on the assumption that the Mathematics teachers’ is
one of the most important factors in the success or failure of students.
Students’ outcome depends on the effectiveness of the teachers’ approach of
teaching. The development is a national
embarrassment especially when it is realised that the performance has been
getting worse since 2013 (See Appendix 1).
Chief
Examiners’ report (2020) WASSCE result noted that there is decline in pass rate
especially in mathematics. The West African Examination Council said on
Wednesday 4th July, 2020 that only 49.98 percent of candidates who
wrote the 2020 School Certificate Examination obtained credit passes and above.
Further report from the West African Examination Council examiners (WAEC, 2022)
revealed that the poor performance of the students may be the inability of the
learners to understand mathematical processes which are associated with the
ways being taught (teaching method) in
the classroom. This has resulted to students’ lack of interest in mathematics
as a school subject and low retention rate which has led to poor achievement in
Mathematics examinations, both internally and externally (Awodeyi, 2017).
The
West African Examination Council (WAEC) Chief Examiners report on students’
area of deficiency showed that students least understood geometry concepts as
shown by their achievement and some students avoid geometry questions or
haphazardly attempt them (WAEC 2020 and 2022). A carefully designed teaching
strategy that provides students’ active participation in the teaching and
learning process can make the teaching and learning more effective and equally
improves students’ achievement. The West African Examinations Council (WAEC
2022) expressed worries over the low achievement due to poor retention rate in
Mathematics by Nigerian candidates. The
inappropriate and inadequate teaching techniques and methods used by
Mathematics teachers are instrumental to learners’ inability to understand and
retain the basic mathematical principles, computations or logical facts
involved (Kurumeh, 2018). The author added that it is also the underlying
process that gave rise to rote memorization of facts without proper
understanding which led to poor retention, low performance and lack/loss of
interest in Mathematics.
Mathematics
is not a subject that can be learnt by rote memorization. For one to remember
and recall information, it demands passing through one’s experience. This means
that teachers should focus attention on methods of teaching that will stimulate
learners’ zeal, interest and higher retention rate especially in some of the
topics students find difficult to learn.
The poor state of instructional delivery of Mathematical concepts,
especially in Geometry is giving a lot of concern to mathematicians and
Mathematics educators.
Geometry is a
branch of mathematics that deals with the study of shape, size and the property
of space. The relevance of geometry in life has its applications in technical
career such as carpentry, plumbing and drawing as well as daily life. It has
become the fulcrum on which major scientific and technological innovations
hinge (Obilor, Ogu & Felix 2019). Geometry is used by many in various
fields. The engineers use the knowledge of geometry to design and build houses
and also to construct bridges and roads. Geometry is also important in learning
other branches of Mathematics like number and numeration and introductory
calculus. Students or learners who are good at geometry have potential
abilities to solve many of the societal problems whether social, economic,
technological and so on. Its knowledge helps a child in the development of
aesthetics around his environment as well as inductive reasoning skills.
Geometry is taught in schools right from primary to the tertiary level
(Awodeyi, 2017). It is because of this importance that geometry is included as
one of the core topics in primary and secondary school mathematics curriculum.
Because of wide applications of Geometry in abstract reasoning, geometric
question seems to be extensively emphasized in school curriculum (Awodeyi,
2017).
Despite the
importance of this branch of mathematics, Inekwe, (2017) observed that geometry
is one aspect of mathematics that is mostly dreaded by students. The researcher
added that, it is an area of mathematics where students find difficult to learn
and understand (Inekwe, 2017). The
researcher expressed concern on the causes as to why geometry receives a general
distaste among Secondary School Students as a result of learning without much
of the students actively participating in mathematics classes. Although efforts
are being made by government, researchers, Mathematical Association of Nigeria
(MAN) among other groups to improve the teaching and learning of geometry
aspect in Nigeria, achievement in this aspect of Mathematics continues to be
poor year after year (Obilor, 2020). However, some studies such as Nigerian Mathematical
Centre (2018), Gambari (2016) and Durojaije (2018) attributed the poor
achievement of students in Mathematics mostly to the teaching approaches
adopted by the teachers in presenting instructions.
Most
teachers adopt the conventional approach in the teaching of Mathematics where
the focus is on what is being taught rather than who is being taught and as
such, it is a teacher or subject centred approach. The approach of teaching
Mathematics should be re-examined though other factors may contribute to poor
performance in the subject. The approach of teaching Mathematics in Nigeria is
partially out of phase with background and local environments of the learners.
Furthermore, the method used is perhaps foreign in nature and has no full bearing
with the Nigerian culture but largely derived from western culture (Awodeyi,
2017; Kurumeh, 2018; Uloko, 2017; Uloko and Imoko, 2018; Uloko and Ogwuche, 2017).
One
of the consequences of over dependence on foreign approaches to teaching
Mathematics in Nigeria today is lack of basic mathematical principles centred on
Nigerian culture and its environment. This has resulted to rote- learning and
low achievement in Mathematics as a result of unavailability of some of these foreign
materials designed to meet the learning needs of students in Nigeria
today. Attempts to address this problem
have necessitated the fact that teachers should evolve strategies that will
ensure active participation of learners in practical and project oriented
assignments using materials found in learners’ environments and cultural
activities (Obodo, 2017; D’Ambrosio, 2001; Kurumeh, 2018; Uloko, 2017). It is
for this reason that attempt is being made in the present work on ethno-
mathematics teaching approach aimed at using our cultural heritage and
environmental resources in teaching mathematics against expository approach
with foreign methodology and learning materials used in most schools in Nigeria
today.
Ethno-mathematics
was introduced by the Brazilian educator and Mathematician Ubiratan D’ Ambrosio
in 1977. According to him, ethno simply refers to the cultural context while
‘Mathema’ refers to explain, to know or to understand and ‘tics’ has to do
with, techne which is also rooted in art, skill or technique. Ambrosio then
defined ethno-mathematics as Mathematics which is practiced among identifiable
cultural groups such as national, code, values, tribal, societies, labour
groups, children of certain age brackets, professional classes and religious
tradition (D’Ambrosio, 1985). In order words, ethno refers to members of a
group within a cultural environment identified by their cultural traditions,
codes, symbols, myths and specific ways used to reason and to infer. ‘Mathema’
means to explain and understand the world in order to transcend, manage and
cope with reality so that the members of the cultural groups can survive and
thrive, and ‘tics’ refers to techniques such as counting, ordering, sorting,
measuring, weighing, ciphering, classifying, inferring, and modelling.
Identifiable cultural groups according to Carss (1986) include groups of people
(ethnic groups) who share common and distinctive characteristics such as
ideologies, behaviour hopes fears languages, food, dress, values and culture.
D’ Ambroosio (2001) explained ethno- mathematics as an approach or technique of
teaching and learning mathematics which builds on the students’ previous knowledge,
background, and his environment which plays in terms of content, methods and
his past and present experience of his
immediate environment.
According
to Rosa and Orey (2011), Ethno-mathematics studies the cultural aspects of
mathematics. It presents mathematical concepts of the school curriculum in a
way in which these concepts are related to the students’ cultural and daily
experience, thereby enhancing their abilities to elaborate meaningful
connections and deepening their understanding of Mathematics. Ethno-mathematics
approaches to Mathematics curriculum are intended to make school Mathematics
more relevant and meaningful for students and to promote the overall quality of
their education. The implementation of an ethno mathematical perspective in the
school Mathematics curriculum will help to develop the students’ intellectual,
social, emotional, and political learning by using their own unique cultural
reference to impart their knowledge, skills, and attitudes. This kind of
curriculum provides ways for students to maintain their identity while
succeeding academically.
Ethno-mathematics
aims to draw from the students ‘cultural experience and practices of the
individual learners, the communities, and the society at large. Ethno-mathematics
comprises the Mathematical concepts and ideas found in the cultural practice,
and social activities of which Ibibio and Annang cultural group take part. They
are more prominent in their occupations and crafts, particularly in their
social and cultural activities, mode of measurements and counting system. This
situation is disturbing as classroom Mathematics does not appear to be
sufficiently aligned to the cultural milieu of the learner.
In
National Policy on Education (FRN, 2014), it is stipulated that as a means of
preserving the people’s culture, the language of the immediate community of the
child should be emphasised. This could be the reason (D’Ambrosio, 2001) argued
that failure in school Mathematics is actually a cultural problem being
consciously played out through the filtering mechanism of Western Mathematics
education. The mathematical practices/activities of different cultural groups
manifest themselves in arts and artefacts’ like clay pots, native houses (round
and rectangular), gongs, local drums, amongst others. Geometric concepts such
as squares, rectangles, triangles, circles, cuboids, cubes, cones, cylinders,
triangular prisms, pyramids are embedded in these artefacts.
Ethno-mathematics
approach to the teaching of geometry is to use already existing geometrical
activities and structures in the learners’ culture, environment, background,
reasoning and experiences, integrated with western approach in teaching
geometry to help him/her develop skills. This may lead to improving their level
of geometrical functioning in a wide range of geometrical activities. The
approach goes thus: Students are made to link their past experience to the
present, so as to build a future situated learning and problem solving in real
life context. In other words, the environment of the learner will provide rich
information from their cultural heritage, with physical materials that serve as
a source of manipulative and interactive processes. The teacher then explores
the cultural experiences of the learners based on the initial experiences to
teach the present geometry and relate to their environmental usefulness
(Kurumeh 2018).
Rosa
and Orey (2008) affirmed that ethno-mathematics uses these cultural experiences
as vehicle to make Mathematics learning more meaningful and to provide students
with the insights of mathematical knowledge as embedded in their social and
cultural environments. Ethno-mathematics contributes to restoring the cultural
dignity and offers the intellectual tools for the exercise of a citizen. It
enhances creativity, reinforces cultural self-respect, and offers a broad view
of mankind. In everyday life, it is a system of knowledge that offers the
possibility of a more favourable and harmonious relation between humans and
nature (D’Ambrosio 2001). It may help
students to retain the concept and capability of improving their performance in
geometry. It is therefore the curiosity of the researcher to find out the
extent to which Ethno- mathematics teaching approach can be used to move
Mathematics concept of Geometry from abstraction to reality.
The
influence of school location on students’ achievement and retention has been a
topical issue to researchers but no consistent result has been established
(Unodiaku, 2013). The environment (urban and rural) which a child finds himself
goes a long way in determining his/her learning ability and ultimately his/her
academic performance in school. Awodeyi
(2017) opined that inability of learners to perform well could not be
attributed to learning ability but most evidently because of the environment
created for them which are not very conducive to learning. The standard and
quality of education provided in rural areas do not equalise to learning opportunities
for the children in urban areas(Unodiaku, 2013). It observed that in rural
schools, facilities are of poor quality or non –existent, their teachers are
generally fewer in number than urban schools, and hardly ever inspected by state
ministry of education Nwagwu (2013). This condition of insufficiency and neglect
seems to be the reason why much fewer students in rural areas ever succeed in
academic performance and in gaining admission into model science schools and
higher institutions Nwagwu (2013). The author went further to explain that
these students obtain good SSCE results only when massive cheating goes
undetected or unreported (Nwagwu, 2013). This has affected the importance and
relevance of mathematics especially in rural areas amongst learners
irrespective of their gender.
Gender
plays an important role in education especially with increasing emphasis on
ways of boosting manpower for technological development as well as increasing
the population of females in Science and Technology fields. In Nigeria, gender
bias is still very prevalent (Arigbabu and Moji, 2014). Literature on gender
and academic achievement and retention in Mathematics exist with different
views and findings. Studies earlier conducted have shown that boys performed
better than girls in Mathematics (Muthukrishna, 2010; Olasunde and Olaleye,
2014; and Unodiaku, 2013). Usman and
Nwoye (2010) reported that there was no significant difference between male and
female students’ mathematical abilities. However, some literature reported that
female students performed better than male students ( Hydea and Mertzb, 2009).
No significant difference in Mathematics achievement between males and females
students were also reported (Unodiaku, 2013; Olasehinde and Ololaye, 2014; and
Jane and Janet, 2016). It appears that these varied findings and contradicting
report of previous findings clearly indicated that the issue of gender
differences in academic achievement and retention in Mathematics are inconclusive
and need further enquiry to clarify the notion. Therefore, to fill this information
gap on the influence of gender on Mathematics achievement and retention of students
is one of the purposes sought by the study. Hence, the need to find out the
efficacy of Ethno-Mathematics teaching approach on upper basic students’
achievement and retention in Geometry concepts considering their gender.
1.2
STATEMENT OF THE PROBLEM
Students’
poor achievement and retention in Mathematics is still below average, despite
the fact that many researchers have been carried out to salvage the situation, (Awodeyi,2017;
Adolphus, 2015; WAEC Chief Examiners reports 2011-2022). Geometry in particular
is closely related to Nigerian culture. Unfortunately, the textbooks and
instructional materials used by both students and teachers in the classroom are
majorly culturally biased. The cultural heritage of learners they interact with
almost every day of their lives is not always put into consideration both in textbooks
and instructional materials.
The
students’ performances in mathematics at the upper basic school level at
external examinations are not good enough. Students’ poor performance in
Mathematics examinations has created concerns for Mathematics educators. Therefore,
there is need to look into possible reasons why the performance has been
continuously poor. Geometric topics are not exempted from the list of topics in
Mathematics where students are not performing satisfactorily. It seems the instructional approach adopted by
Mathematics teachers which is predominantly the conventional teaching method to
large extent is responsible for the observed consistent low achievement in
Mathematics. Although the conventional teaching method benefits hardworking students
allow for greater content coverage, it does not encourage students-students
interaction and collaboration required for effective teaching of concepts in
Mathematics which is practical oriented.
Moreover, the instructional approaches adopted by Mathematics teachers
are not learner-centred as it is the case with some innovative teaching
strategies. Ethno-Mathematics teaching approach has been proposed to be
learner-centred. The effort to which they can aid learning remains the concern
of this study. It is the thinking of the researcher in the present study that
when Geometry at the Upper Basic level (Junior Secondary School, JSS1) is
taught using local objects as instructional materials, better result may be
achieved.
It
is based on these that the researcher was motivated to investigate the effects
which Ethno-mathematics Teaching Approach might have on Upper Basic Students’
Achievement and Retention in Geometry in Akwa Ibom State, Nigeria.
1.3 PURPOSE OF THE STUDY
The purpose of this study was to determine
the effects of Ethno-mathematics teaching approach on Upper Basic students’
achievement and retention in Mathematics. Specifically, the objectives include:
1. Compare the mean achievements scores of students in
geometry when taught using ethno-mathematics
teaching approach and when taught using the expository method.
2. Determine the
difference in the mean retention scores of students in geometry when taught
using ethno- mathematics teaching approach and when taught using the expository
method.
3. Determine the difference in the mean achievement
scores of male and female students in geometry when taught using ethno- mathematics
teaching approach.
4. Compare
the retention scores of male and female students in geometry when taught using
ethno-mathematics teaching approach.
5. Examine
the interaction effect of teaching approach and gender on students’ mean
achievement scores in geometry.
6. Examine
the interaction effect of teaching approach and gender on students’ mean
retention scores in geometry.
7. Examine the mean achievement
scores of students who were taught geometry using ethno-mathematics teaching
approach and those taught using expository approach based on location.
8. Examine the mean retention scores
of students who were taught geometry using ethno-mathematics teaching approach
and those taught using expository approach based on location.
1.4 RESEARCH QUESTIONS
The following research questions were
raised to guide the study:
1. How do the mean achievement scores of students
taught Geometry using ethno-mathematics teaching approach and those taught
using the expository approach differ?
2. What
difference exists in the mean retention scores of students taught geometry
using ethno-mathematics teaching approach and those taught using the expository
approach?
3. What
is the difference between the mean achievement scores of male and female
students taught geometry using ethno-mathematics teaching approach?
4. How
do the mean retention scores of male and female students taught geometry using
ethno-mathematics teaching approach differ?
5.
What is the interaction effect of teaching
approach and gender on students’ mean achievement scores in geometry?
6.
What is the interaction effect of teaching
approach and gender on students’ mean retention scores in geometry?
7.
How do the mean achievement scores of urban
and rural students taught geometry using ethno-mathematics teaching and
expository approaches differ?
8.
How
do the mean retention scores of urban and rural students taught geometry using
ethno-mathematics teaching and expository approaches differ?
1.5 HYPOTHESES
The following null hypotheses (Ho)
were formulated and tested at .05 levels of significance:
HO1 There is no significant
difference between the mean achievement scores of students taught geometry
using ethno-mathematics teaching approach and those taught using the expository
approach.
HO2 There
is no significant difference between the mean retention scores of students
taught geometry using ethno-mathematics teaching approach and those taught
using the expository approach.
HO3 There
is no significant difference between the mean achievement scores of male and
female students taught geometry using ethno- mathematics teaching approach.
HO4 There
is no significant difference between the mean retention scores of male and
female students taught geometry using ethno-mathematics teaching approach.
HO5 There
is no significant difference in the interaction effect of teaching approach and
gender on students’ mean achievement scores in geometry.
HO6 There
is no significant difference in the interaction effect of teaching approach and
gender on students’ means retention scores in geometry?
HO7 There
is no significant difference in the mean achievement scores of students who were
taught geometry using ethno-mathematics teaching approach and those taught
using expository approach based on location?
HO8 There is no significant difference in the mean retention
scores of students who were taught geometry using ethno-mathematics teaching
approach and those taught using expository approach based on location?
1.6 SIGNIFICANCE
OF THE STUDY
Findings
of this study may be relevant to teachers, students, curriculum developers,
future researchers, textbook publishers, school administrators and professional
bodies as follows:
The
findings of the study may be significant by exposing the teachers to the use of
appropriate instructional strategies in teaching various concepts in
Mathematics to improve students’ achievement. It may also help teachers to
shift from performing primarily talk- chalk activities to the use of
appropriate strategy.
The
study may help students to increase academic achievement on geometry in school.
On the whole, the result of this study may solve problem of poor students’
academic achievement in Mathematics.
Curriculum
developers may stand to gain from the findings of this study because they will
incorporate ethno- mathematics approach for teaching specific content areas
such as geometry. The findings of the study might provide necessary information
to curriculum developers in making good policies.
To
researchers, the study may help those who may wish to undertake further studies
in this or related areas. They may find this work useful in many ways
particularly as source of information and a review of related literature.
The
present study may encourage textbook publishers to review their books on
difficult geometric concepts so that new activities, real life application and
more of worksheet for hands on and minds on activities. This will promote
thinking and discourage rote learning and mathematics phobia in the subject.
The
present study may help the school administrators and policy makers to encourage
Mathematics teachers to adopt Ethno-mathematics teaching approach when teaching
geometry concepts in order to improve the attitude and performance of students.
This
present study may be beneficial to professional bodies such as Mathematical
Association of Nigeria (MAN), Science Teachers Association of Nigeria (STAN),
and others to organise seminars, workshops and conferences for Mathematics
teachers on the use of Ethno- mathematics teaching approach in the teaching of
geometry concepts and other Mathematics concepts.
1.7 SCOPE OF THE STUDY
This concept was chosen due to its
usefulness to students at their homes and societies. In content coverage, the
researcher selected from a unit in Mathematics curriculum of Akwa Ibom State
Universal Basic Education Board for Upper Basic School Mathematics (AKSUBEB,
2018). The content scope includes the following:
1. Basic
plane shapes and its properties (square, rectangle, circle).
2. Perimeter
of plane shapes (square, rectangle, circle)
3. Area
of plane shapes (square, rectangle, and circle).
4. Basic
solid shapes and its properties (cube, cuboid, cylinder)
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