PROJECT TOPIC ON : IMPACTS OF USING ETHNOMATHEMATICS IN TEACHING ON PERFORMANCE AND RETENTION IN MATHEMATICS AMONG PRIMARY III PUPILS IN NIGERIA
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PROJECT
TOPIC ON : IMPACTS OF USING ETHNOMATHEMATICS IN TEACHING ON PERFORMANCE AND
RETENTION IN MATHEMATICS AMONG PRIMARY III PUPILS IN NIGERIA
ABSTRACT
This study
investigated the impacts of using ethnomathematics in teaching on performance
and retention in mathematics among primary III pupils in Lere education
district, Kaduna State, Nigeria. The study was conducted based on four specific
objectives. Four research questions were constructed and four null hypotheses
were formulated to guide the study. A pre-test, post-test and post-posttest
quasi experimental design was adopted.
From a
target population of two hundreds and ninety five 295 public primary Schools
with 11,289 pupils (5,862 males and 5,427 females) simple random sampling
techniques were used to select the schools and the class of the pupils
respectively. 207 pupils were selected for the study in accordance with Central
Limit Theorem that regarded a minimum of 30 sample size appropriate for
experimental research.
Mathematics
Performance Test 1 (MPT1), Mathematics Performance Test 2 (MPT2) and
Mathematics Retention Test (MRT) were the instruments used in collecting data
as Pretest, Posttest and Post-posttest respectively. A Spearman-Brown
coefficient of r = 0.89 was found. The data were analyzed using mean, standard
deviation and t-test Analysis at 0.05 level of significance using statistical
package for social sciences (SPSS),version 2016.
Results of
the study indicated that primary III pupils taught using ethnomathematics
teaching performed and retained mathematical concepts better than those taught
with conventional teaching method. The result also revealed no significant
difference between the performance and retention of male and female primary III
pupils taught mathematical concepts using ethnomathematics teaching strategy.
The study
revealed among others that ethnomathematics teaching strategy was gender
friendly. The study recommended among others that mathematics teachers should
endeavor to use ethnomathematics in teaching primary III pupils for better
performance and retention of mathematical concepts in our primary schools. The
results of the findings of the study suggests for further studies in different
location of the country(Southern Nigeria). The findings of the study will
benefit the mathematics educators, mathematics students , curriculum planners,
government and non-governmental organizations among others.
CHAPTER ONE
THE PROBLEM
1.1
INTRODUCTION
For a long
time many researchers in mathematics education have focused their attention on
student learning difficulties in school mathematics mostly confined to the
formal classroom environment highlighting that there also exist outside of the
formal classroom other educationally significant factors having the potential
to either enhance or retard effective learning of formal school mathematics (
Matang & Owens , 2004) .
According to
D’Ambrosio in 2001, ethnomathematics is “the study of different forms of mathematics
that arise from different modes of thought.” This definition is so broad that
it can be used to describe the math that is practiced by the indigenous tribes
in Africa as well as the math practiced by engineers that specifically relates
to their field of interest
Retention is
measured in collaboration with achievement. This means that closely related to
achievement is retention. Hornby (2000) defines retention as the ability to
remember experiences and things learnt. Similarly, kundu and Tutoo (2002)
posited that retention is the preservation of mind.
Gender is
also among the variables to be tested in this study. Nowadays, gender issues
has assumed an important dimension in recent times as a result of increasing
awareness of the moral implications of the dangers inherent in the
marginalization of women in the science subjects including mathematics who form
more than half of the world population
Mathematics
constitutes a basic part of the National Curriculum for Primary schools as well
as Secondary Education. The federal Government of Nigeria has for long been
aware of the pivotal position of mathematics to individual fulfillments and
national developmental goals with
particular
reference to scientific and technological emancipation and break through. This
understanding has consequently led educational policy makers to position
mathematics as a compulsory and one of the core subjects in primary and
secondary level of education (FME,2004).
The power
structure that exists in Nigeria today originated in the colonial period, in
the 19th century. This led to the imposition of a dominating Eurocentric
cultural system on the country (Abbas, 2000) .Teachers in the country have
increasingly been finding it difficult to get examples that are not Eurocentric.
Consequently low achievement in school mathematics has been increasing and
shows no sign of reversal (Abbas 2000, D’Ambrosio, 2001).
The Nigeria
National curriculum included Hausa among the compulsory subjects in Primary and
Secondary school (Waziri, 2010).This may be connected to the organized nature
of the tribe, in terms of traditional administration (Sarki, Dagachi and
MaiUnguwa), Scholarship and Commercial excellence of the language. In view of
this development Hausa culture is rich with mathematical stuffs such as
riddles, games, crafts, events, folklores, customs, objects and other
traditional festivals.
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To this
backdrop there is a need to multi-culturalise the mathematics curriculum in
order to improve its quality, to upgrade the cultural confidence of all
learners and arrest any racial and cultural bias and stigma.Hence, the
researcher investigated the impact of using ethnomathematics in teaching on
performance and retention in mathematics among primary III pupils in Lere
educational district, Kaduna, Nigeria.
PROJECT
TOPIC ON : IMPACTS OF USING ETHNOMATHEMATICS IN TEACHING ON PERFORMANCE AND
RETENTION IN MATHEMATICS AMONG PRIMARY III PUPILS IN NIGERIA
1.2
Statement of the Problem
There are
more than 250 ethnic groups in the 21st century Nigeria. The largest and most
politically dominant ones are the Hausa, Igbo and Yoruba. Other minor ethnic
groups are the Fulani, Kanuri, Ibibio, Ijaw, Babur, Tiv, Idoma, Karekare and
many others. Geographically, the three major ethnic groups are Hausa in the
North, the Yoruba in the south-west and the Igbo in the south-east and our
diversity is our strength due to our various cultural practices.
The low
performance and retention rate in mathematics of students particularly among
sex was attributed to instructional modality adopted by teachers. Some the
researchers, recommended blended instructional techniques towards enhancing
better retention and achievement. In view of the above situation there is need
to develop or adopt teaching methods which are capable of improving the
reasoning and logical ability of the learners to enable them retains concepts.
The
mathematics taught in schools is foreign, Eurocentric in origin and built on
western cultural background, making students to learn by rote memorization in
which the attendant result is consistent mass failure of students. Hence
students no longer have interest towards the study of the subject. Therefore,
the purpose of this research was to investigate the impact of using
ethnomathematics could have on performance and retention in mathematics among
primary III pupils in Lere educational district, Kaduna-Nigeria.
1.3
Objectives of the Study
The main of
objective of this study is to investigate the impact of using ethnomathematics
in teaching mathematics on performance and retention among primary III pupils
in Lere education district, Kaduna-Nigeria. The specific objectives are to:
determine the
impact of using ethnomathematics in teaching on performance in mathematics
among primary school pupils.
investigate
the impact of using ethnomathematics in teaching on retention in mathematics
among primary school pupils.
find out
gender differences on the impact of using ethnomathematics in teaching on
performance in mathematics among primary school pupils.
determine
gender differences on the impact of using ethnomathematics in teaching on
retention in mathematics among primary school pupils.
Specifically,
the study seeks to answer the following research questions.
1.4 Research
Questions
What is the
difference in the performance of pupils in the experimental group and control
group in mathematics?
What is the
difference in the retention ability of pupils in the experimental group and
control group in mathematics?
What is the
difference in the performance of male and female pupils taught mathematics
using ethnomathematics and those taught using conventional lecture method?
What is the
difference in the retention level of male and female pupils taught mathematics
using ethnomathematics and those taught using conventional lecture method?
1.5 Null
Hypotheses
The
following null hypotheses will be formulated for testing at; p 0.05 level of
significance.
H01: There is no significant difference between
the performance of pupils taught mathematics using ethnomathematics and those
taught using conventional method.
H02: There
is no significant difference between the retention level of pupils taught
mathematics using ethnomathematics and those taught using conventional method.
H03: There
is no significant difference between the performance of male and female pupils
taught mathematics using ethnomathematics and those taught using conventional
lecture method?
H04: There
is no significant difference between the retention level of male and female
pupils taught mathematics using ethnomathematics and those taught using
conventional lecture method?.
1.6
Significance of the Study
The findings
of the study benefitted the standard of mathematics education in the following
ways:
The study
would benefit the mathematics teachers to teach in line with the rationale for
one of the most fundamental principles of education ,that is ,teaching from
known to unknown. The study would benefit them to express the relationship
between culture and mathematics and it would benefit them to understand how
culture relates to students and their learning. It benefitted mathematics
educators to reaffirmed, and in some instances to restored, the cultural
dignity of the students.The research, also benefitted them in understanding the
role that culture had played and continues to play in shaping mathematical
development.
The study
benefitted the students to learned mathematical concepts and appreciated the
works of others in diverse cultures and reasonable despised them, making
violence and hatred less likely to happen in schools. For instance, considering
that voluminous information/data in a succinct manner, one cannot help it but
admired the
minds of
those who first created them. Also, it would benefitted the students in
discovering that mathematical knowledge is a value-laden, and thus refuting the
traditional approach of teaching and learning of mathematics as observed by
D’Ambrosio(2001). The research, make the students to simply realize that they
are mathematically capable and that they do in fact possess a long and rich
mathematical heritage.
The study,
would benefit the curriculum planners by compliment their efforts to considered
multicultural mathematical activities that will reflect the knowledge and
behaviors of people from diverse cultural environments. To acquire these skills
while maintaining dignity and to be prepared for full participation in society
the system require more than what is offered in a traditional curriculum.
Much of
today’s curriculum is so disconnected from the child’s reality, which is
impossible for the child to be a full participant in it. The mathematics in
many classrooms has practically nothing to do with the world that the students
are experiencing .Just as literacy has come to mean much more than reading and
writing , mathematics must also be thought of as more than , and indeed
different from counting, calculating, or comparing . The study will help
curriculum planners to understand and acknowledge mathematics as a compilation
of progressive discoveries and inventions from cultures around the world during
the course of history.
The study
would benefitted the government and non- governmental organizations by
complementing their efforts in the learning of formal school mathematics by
providing the relevant contextual meaning to many abstract mathematical ideas
which otherwise would be difficult for students to learn and understand.
The
Professional bodies such as mathematics association of Nigeria (MAN), Science
teachers association of Nigeria (STAN), Nigerian research development council
(NERDC), would benefit from the study by training the prospective members on
the effective use of ethnomathematics.
The study
would guide the text book publishers to reframe text books on Mathematics to
reflect the learner’s cultural diversity and publish the identified
mathematical practices in Hausa culture.
The research
instruments used by the researcher in this study can be adapted or adopted by
other researchers when investigating the effect of teaching methods in teaching
primary III pupils.
The result
of this study would also help the school administrators and policy makers to encourage
mathematics teachers to adopt ethnomathematics teaching strategies when solving
mathematical concepts. Researchers in mathematics education can benefit from
the study, because it adds new information to the existing literature; hence
researchers can use the findings of this study for further studies.
1.7
Scope/Delimitation of the Study
The study
comprised of twenty two (22) primary schools in Lere education district, of
Lere education authority of Kaduna state Nigeria .Two schools were sampled one
as experimental group and the other school as the control group . Primary
pupils are more appropriate for the study, because the use of mother tongue
(Lm) and second language (L2) were allowed during teaching and learning
processes. Therefore, the experimental group were taught using ethnomathematics
and the control group were taught using conventional lecture method. The
instruments used for data collection were mathematics performance test 1
(MPT1),
mathematics
performance test 2 (MPT2 )and mathematics retention test (MRT), the test item
comprised of 20 objective test questions. The topics covered for the study were
based on statistics, algebra, geometry and measurement. The researcher did not
include any other cultural practices other than that of Hausa culture and the
research was restricted to primary school pupils in Lere education district of
Kaduna state, Nigeria.
1.8 Basic
Assumptions
The study
was carried out based on the following assumptions:
The pupils
involved in this research are familiar with the Hausa culture such as language,
cultural artifacts etc.
The teachers
are using Eurocentric teaching approach to teach the primary schools’ pupils
the concepts of mathematics.
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