The Use of Mathematical Games and Secondary School Students' Achievement in Mathematics in Fako Division, South West Region of Cameroon

Autor/in	Nfon, Nekang Fabian
Titel	The Use of Mathematical Games and Secondary School Students' Achievement in Mathematics in Fako Division, South West Region of Cameroon
Quelle	5 (2018) 1, S.21-33 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Secondary School Mathematics; Secondary School Students; Foreign Countries; Statistical Analysis; Mathematics Teachers; Educational Games; Mathematical Concepts; Mathematics Achievement; Questionnaires; Teaching Methods; Cameroon + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sekundarschüler; Ausland; Statistische Analyse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Educational game; Lernspiel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Kamerun
Abstract	This study investigated the effect of mathematical games on secondary school students' achievement in mathematics in Fako Division in the South West Region of Cameroon. The target population comprised of 4,224 form five students from the Secondary schools in Fako Division. The accessible population was made up of 188 students and the sample size of the study was made up of 100 students from two colleges using the multistage sampling technique. The statistical analyses and findings revealed that mathematics teachers do not use mathematical games to teach mathematics in secondary schools in Fako Division of the South West Region in Cameroon. It was recommended that mathematics teachers in Cameroon should use mathematical games such as tic-tac-toe, dots and boxes, playing cards, dice games, ludo games and so on to teach mathematical concepts that are difficult and abstract so as to enhance socialization amongst learners, class participation, arouse and sustain interest, and achievement in class and public examinations in mathematics and the mathematical sciences. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01