Effect of Ethnomathematics-based Teaching Approach on Senior Secondary Students’ Achievement in Trigonometry
DOI:
https://doi.org/10.64321/jcr.v2i4.44Keywords:
Ethnomathematics, Teaching Approach, Achievement, Trigonometry, MathematicsAbstract
The study investigated the effect of ethnomathematics-based teaching approach on senior secondary school students' achievement in trigonometry in Calabar Education Zone of Cross River State, Nigeria. One research question and one research hypothesis guided the study. The study adopted quasi-experimental design of pre-test, post-test, non-equivalent control group. Stratified sampling technique was used to select a sample of one hundred and ninety-four (194) Senior Secondary One (SS 1) students for the study. This comprised ninety-eight (98) students for the treatment group and ninety-six (96) students for the control group. A validated, researcher developed 40-item multiple choice Ethnomathematics-based Achievement Test in Trigonometry (EMATTRIG) was used for the study. It had the Kuder-Richardson-20 reliability index of .89. Two sets of instructional packages were prepared, one for the treatment group and the other for the control group. The treatment group was taught trigonometry using the ethnomathematics-based teaching approach while the control group was taught using the conventional teaching method. Mean was used to answer the research question, whereas Analysis of Covariance (ANCOVA) was used to test the hypothesis. Results of the study indicated that ethnomathematics-based teaching approach showed more statistically significant indices than the conventional teaching method in enhancing students' achievement in trigonometry. Based on the findings, it was recommended that ethnomathematics-based teaching approach should be adopted in teaching trigonometry in Nigerian education system.
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