Effects of Ethno-mathematics Approach on Achievement in Number and Numeration concept among Junior Secondary School Students in Akwa Ibom State

This study was designed to determine the effects of ethnomathematics approach on achievement in number and numeration concept among junior secondary school students in 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 one (JSSI) students of 2022/2023 academic session in Akwa Ibom State. 440 (214 Male and 226 Female) JSSI students constitutes the sample size from the target population. The sample size was arrived at by selecting eleven government coeducational secondary schools in Akwa Ibom State using simple random sampling technique. The sample schools were explored using an intact class. Mathematics Achievement Test on Number and Numeration (MATNN) was used as instrument for data collection. The instrument was subjected to face and content validity. The reliability of the instruments was established using Kuder Richardson KR-21 with a reliability coefficient of 0.75. Mean, Standard Deviation were used to answer research questions and Independent t-test statistics to test null hypotheses at P<.05. The results revealed among others that ethnomathematics approach was more effective in facilitating students’ achievement in number and numeration. The study therefore concluded that using ethnomathematics approach in teaching and learning of mathematics concept would enhance students’ educational gains. The researcher recommended that ethnomathematics approach should be adopted in our school to capture the attention of the students in learning mathematics.