Abstract

EFFECT OF ETHNO-MATHEMATICS TEACHING APPROACH ON PERFORMANCE AND RETENTION IN TRIGOMETRY AMONG SECONDARY SCHOOL STUDENTS IN ZARIA LOCAL GOVERNMENT AREA KADUNA STATE, NIGERIA

Umar, I.O, M.S. Tudunkaya Phd & Muawiya H.U

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Abstract This study determined the effectiveness of Ethno-mathematics Teaching Approach on Performance and Retention in Trigonometry in Zaria LGA of Kaduna state, Nigeria. Using a sample size of 103 Senior Secondary 2 (SS 2) students out of (1350) SS2 students in 26 Public Senior Secondary School in the area. The study adopted quasi-experimental research design which involve experimental and control groups of which Experimental Group was exposed to Ethno-mathematics Teaching Approach and Control Group was exposed to Conventional Approach. The study was guided by two research questions and two research hypotheses. Trigonometry Concept Performance Test (TCPT) and Trigonometry Concepts Retention Test (TCRT) items with a reliability coefficient of 0.78 and 0.75 were used for pre-test and post-test. Answers to the research questions were given using Mean and Standard Deviation while the hypothesis one was tested at 0.05 level of significance using independent sample t-test analysis for performance and Man-Whitney u-test analysis for retention. The results from the analysis revealed that students exposed to Ethno-Mathematics Teaching Approach were superiors in performance and retention than those taught with Conventional Approach. Thus there were significant differences between the mean performance scores and retention scores of the students taught Trigonometry concepts with Ethno-Mathematics Teaching Approach and those taught with Conventional Approach. Recommendations were made among which is necessary attention should be accorded to application of concepts in Mathematics to real life situation in our environment or society by the Mathematics teachers Keywords: Ethno-Mathematics Teaching Approach

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