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| Effect of Ethno-Mathematics Using Guided Instruction (Emgi) and Lecture Method (Lm) on Students' Achievement In Mathematics in Delta State
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OYOVWE, Onataghogho Sylvia and Prof. O. P. Ajaja
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Abstract:
The aim of the study was to look into how Senior Secondary students' mathematical achievement in Delta State was affected by the use of ethno-mathematics using guided instructions (EMGI) and the lecture method (LM). A 2x2 factorial, pre-test-post-test control group quasi-experimental design was used for the investigation. The population of the study comprised 19,978 SSII students. 313 SSII students made up the study's sample. The Mathematics Achievement Test (MAT) was the instrument utilized in the study to collect data. With the help of the Kuder-Richardson formula, MAT had a reliability coefficient of 0.79. The scores were collated and analyzed. The outcomes showed that: there was a significant difference between the mathematics mean achievement scores of students taught with EMGI and those taught with LM, favoring students who were taught with EMGI; and there was no significant interaction effect between instructional methods and sex on students' achievement in mathematics. It was concluded that EMGI facilitates students' conceptualization of mathematics concept leading to a better achievement in mathematics than LM. It was recommended amongst others the adoption of EMGI in teaching mathematics at the secondary level of education.
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