Kurumeh et al
Greener Journal of Educational Research Vol. 2 (3), pp. 054-062, October 2012
ISSN: 2276-7789 © 2011 Greener Journals
Improving Students’ Retention in Junior Secondary School Statistics using the Ethno-mathematics Teaching Approach in Obi and Oju Local Government Areas of Benue State, Nigeria
*1Kurumeh M.S., 2Onah F.O. and 3Mohammed A.S.
1Mathematics Unit. Department of Curriculum and Teaching, Faculty of Education, Benue State University, Makurdi. Benue State, Nigeria.
2Department of Mathematics, College of Education, Oju. Benue State, Nigeria.
3 Mohammed, S,A. Kwara State University, Ilorin. Kwara State, Nigeria.
*Corresponding Author’s Email: seraphinakurumeh @ yahoo.com
This study was designed to
determine the effect of the ethnomathematics teaching
approach on Junior Secondary three (JS3) students’ retention
in statistics. It is also aimed at determining whether any
of the sexes (male and female) would retain statistics
concepts more than the other from the teaching. The study
was carried out in Obi and Oju education areas of zone C in
Benue state of Nigeria using a sample size of 248 junior
secondary three (JS3) students. The study employed Quasi-
experimental design of non-equivalent but culturally
homogenous group. Intact classes were used for both the
experimental and control groups. The experimental group was
taught using the ethnomathematics approach while control
group was taught using conventional approach. Two research
questions and two research hypotheses were formulated to
guide this study. Statistics Retention Test (SRT) instrument
with the reliability coefficient of 0.80 was used as pre,
post and retention tests though reshuffled each time for
data collection. Mean and Standard deviation were used to
answer the research questions while an ANCOVA was used to
test the null hypotheses at a 0.05 level of significance.
The results revealed among others that the ethnomathematics
teaching approach was more effective in facilitating and
improving students’ retention in statistics than the
conventional approach. The ethnomathematics teaching
approach did not significantly differentiate between the
sexes (male and female) retention scores in statistics.
These findings have implications for all Mathematics
teachers and stakeholders in mathematics education. Based on
the findings, it was recommended among others that the
ethnomathematics teaching approach be adopted in schools
particularly in our junior secondary school education, while
teaching statistics since it has proved to be a viable
option in promoting meaningful learning and affected
students’ retention rate positively. Again, the ministry of
education and professional bodies such as Mathematical
Association of Nigeria (MAN) and Science Teachers
Association of Nigeria (STAN) should be involved in
promoting this method through conferences, seminars and
workshops so as to expose to teachers an ethno method in
Key words: Ethnomathematics, ethnomathematics approach, retention, teaching methods, statistics, teaching mathematics, conventional approach.