Effect of Ethnomathematics Teaching Approach on Senior Secondary Students' Achievement and Retention in Locus

Autor/inn/en	Achor, Emmanuel E.; Imoko, Benjamin I.; Uloko, Emmanuel S.
Titel	Effect of Ethnomathematics Teaching Approach on Senior Secondary Students' Achievement and Retention in Locus
Quelle	In: Educational Research and Reviews, 4 (2009) 8, S.385-390 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Achievement Tests; Foreign Countries; Statistical Analysis; Teaching Methods; Instructional Effectiveness; Mathematics Achievement; Academic Persistence; Geometry; Educational Practices; Educational Strategies; Comparative Testing; Quasiexperimental Design; Nigeria + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geometrie; Bildungspraxis; Lehrstrategie
Abstract	This study determined the effectiveness of ethnomathematics teaching approach, ETA on students' achievement and retention in Locus. The study was carried out in education zone B of Benue State of Nigeria using a sample size of 253 Senior Secondary 2 (SS 2) students. It was a non equivalent quasi-experimental study which was guided by two research questions and two hypotheses. Locus Achievement Test (LAT) instrument with a reliability coefficient of 0.78 was used as pre, post and delayed tests though reshuffled each time. Answers to the research questions were given using mean and standard deviation while the hypotheses were tested at 0.05 significant level using a 2-way analysis of covariance (ANCOVA). Results from the analysis revealed that students exposed to ETA were superior in achievement and retention than those taught with conventional approach. Thus there were significant differences between the mean score of the students taught Locus with ETA and those taught with the conventional approach in both achievement (F[subscript 1, 248] = 241.317, p = 0.000) and retention (F[subscript 1, 248] = 270.421, p = 0.000). The study therefore recommended training of mathematics teachers on the use of ethnomathematics in their daily lessons especially in Locus with a view to making learning meaningful, relevant and interesting. (Contains 4 tables.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10