Effects of Ethnomathematics-based Instructional Approach on Primary School Pupils’ Achievement in Geometry
Patrick Obere Abiam
Department of Science Education, Ebonyi State University, Abakaliki, Nigeria.
Okechukwu S. Abonyi *
Department of Science Education, Ebonyi State University, Abakaliki, Nigeria.
J. O. Ugama
Department of Science Education, Ebonyi State University, Abakaliki, Nigeria.
Gabriel Okafor
Department of Science Education, Ebonyi State University, Abakaliki, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
This study investigated the effects of Ethnomathematics-based instructional approach on pupils’ achievement in geometry. One research question and one null hypothesis, tested at 0.05 level of significance guided the study. The study adopted a quasi-experimental design. Specifically, a pre-test, post-test, non-equivalent control group was used for the study. A sample of four hundred and two primary 6 pupils comprising two hundred and two pupils for the treatment group and two hundred pupils for the control group were used. The instrument used for the study was Achievement Test in Geometry (ATG), which was developed and validated by the researchers. Two sets of instructional packages were prepared, one for the treatment group and the other for the control group. The treatment group was taught geometry using the Ethnomathematics-based instructional approach while the control group was taught using the conventional instruction approach. Adjusted mean and standard deviation were used to answer the research question, whereas analysis of covariance (ANCOVA) was used to test the null hypothesis. The results of the study revealed among others, that the Ethnomathematics-based instructional approach was superior to the conventional method in enhancing pupils’ achievement in geometry.
Keywords: Ethnomathematics, achievement, conventional approach, geometry, cultural artefacts.