ABSTRACT

The study investigated Ethno-mathematics Teaching Approach on Upper Basic Students’ Achievement and Retention in Geometry. The study adopted quasi-experimental design. The population consisted of 60,923 upper basic students (JSS1) made up of 25,609 males and 35,314 females. Four schools were purposively sampled out of twelve (12) schools in Ikot Ekpene Education zone of Akwa Ibom State. Simple random sampling technique (toss of coin) was used in selecting the schools that became experimental and control groups. The study sampled a total of 382 students, 198 students made up the experimental group and 184 students made up of control group. 382 students comprising of 233 males and149 females from eight(8) intact classes in four schools drawn through purposive sampling. The research was guided by eight purposes, eight research questions and eight hypotheses. One validated researcher made multiple choice instrument (RMMAT) with reliability of .80 using (K-R20) formula was used for the data collection. The research questions were answered using descriptive statistics; mean and standard deviation while hypotheses were tested using Analysis of Covariance (ANCOVA) statistic at p < .05 level of significance. The findings reveal that students taught using ethno-mathematics teaching approach performed significantly better than their counterparts taught using expository approach. In retention test, students taught using ethno-mathematics teaching approach retained the concept (geometry) significantly better than those taught using expository teaching approach.  It was recommended that mathematics teachers should be encouraged to adopt ethno-mathematics teaching approach in their instructions which uses cultural experiences as vehicles to make mathematics learning more meaningful.