Effect of Flashcards-Mathematical-Game on Interest in Geometry Concepts among Junior Secondary School Mathematics Students in Akwa Ibom State, Nigeria

This study investigated the effect of flashcards mathematical games on junior secondary school students’ interest in geometry in Eket Local Government Area, Akwa Ibom State. Two research questions and corresponding hypotheses guided the study. Quasi-experimental research design, specifically, pretest posttest non-equivalent control group was adopted for the study. The population of the study consists of all government coeducational Junior Secondary School class two (JSS2) students during the 2024/2025 academic session in Eket LGA. A sample of 79 JS 2 students (35 male and 44 female) drawn from intact classes in two randomly selected secondary schools was used for the study. Geometry Interest Scale (GIS) was used as instrument for data collection. The instrument was subjected to face and content validity. The reliability of the instruments was established using Cronbach Alpha with a reliability coefficient of 0.77. Mean, standard deviation was used to answer research questions and analysis of covariance (ANCOVA) to test the hypotheses. Results revealed that the use of flashcards mathematical game was more effective in enhancing students’ interest in geometry. Also, there was no significant difference on male and female students’ interest when taught the concept of geometry in mathematics using flashcards mathematical games. The study concluded that the use of flashcards as instructional game in teaching and learning the concept of geometry was found to be effective in enhancing students’ interest without bias to gender. The study recommended that Mathematics teachers should utilized mathematical game such as flashcards in teaching to capture the attention of the students in learning mathematics.