Sex Differentials in Students’ Achievement and Interest in Geometry Using Games and Simulations Technique

Yıl 2010, Cilt: 4 Sayı: 1, 1 - 10, 01.06.2010

Dr Emmanuel E Achor Benjamin İ. Imoko John T Ajai

Öz

This study investigated the effect of games and simulations on the gender related differences in
mathematics achievement and interest of students in geometry. The sample group consisted of 287 senior
secondary school (SSS I) students comprising 158 boys and 129 girls from six out of the 46 secondary schools in
Gwer-West LGA of Benue state, Nigeria. The study adopted a pre-test and post-test quasi-experimental design,
where intact classes were assigned to experimental and control groups. Data generated using Geometry
Achievement Test (GAT) and Geometry Interest Inventory (GII) were analyzed using descriptive statistics to
answer research questions and Analysis of Covariance (ANCOVA) to test the hypotheses. Findings reveal that
male and female students taught using games, and simulations did not differ significantly both in achievement
and in interest. It was recommended among others that mathematics teacher should always use relevant games
and simulations in teaching mathematics concepts but paying equal attention to the learning needs of both male
and female students, and that school administrators should be encouraged to provide local games that could
facilitate meaningful learning of mathematics.

Anahtar Kelimeler

Games and simulations, achievement, interest, geometry, gender

Sex Differentials in Students’ Achievement and Interest in Geometry Using Games and Simulations Technique

Öz

This study investigated the effect of games and simulations on the gender related differences in mathematics achievement and interest of students in geometry. The sample group consisted of 287 senior secondary school (SSS I) students comprising 158 boys and 129 girls from six out of the 46 secondary schools in Gwer-West LGA of Benue state, Nigeria. The study adopted a pre-test and post-test quasi-experimental design, where intact classes were assigned to experimental and control groups. Data generated using Geometry Achievement Test (GAT) and Geometry Interest Inventory (GII) were analyzed using descriptive statistics to answer research questions and Analysis of Covariance (ANCOVA) to test the hypotheses. Findings reveal that male and female students taught using games, and simulations did not differ significantly both in achievement and in interest. It was recommended among others that mathematics teacher should always use relevant games and simulations in teaching mathematics concepts but paying equal attention to the learning needs of both male and female students, and that school administrators should be encouraged to provide local games that could facilitate meaningful learning of mathematics.

Anahtar Kelimeler

Games and simulations, achievement, interest, geometry, gender

Kaynakça

• Achor, E. E., Imoko, B. I., & Uloko, S. E. (2009). Effect of ethnomathematics teaching approach on senior secondary students’ achievement and retention in Locus.
• Educational Research and Review, 4(8), 385-390. Alio, B. C. & Harbor-Peters, V. F. (2000). The effect of Polya’s problem-solving technique on secondary school students’ achievement in mathematics. ABACUS, Journal of Mathematical Association Nigeria, 25(1), 26-38.
• Amali, A. O., Ojogbane, V. T., & Akume, G. T. (2004). The problem of under representation of women in science, mathematics and engineering courses in higher education in Nigeria. Benue State University Journal of Education, 5(1), 73-83.
• Agwagah, U. N. V. (1993). Instructions in mathematics reading as a factor in students’ achievement and interest in word problem-solving. Unpublished doctoral thesis, University of Nigeria, Nsukka
• Etukudo, U. E. (2002). The effect of computer–assisted instruction on gender and performance of junior secondary school students in mathematics. ABACUS, Journal of Mathematical Association Nigeria, 27(1), 1-8.
• Ezeugo, N. C., & Agwagah, U. N. V. (2000). Effects of concepts mapping on students’ achievement in algebra; implications for secondary mathematics education in the 21st century. ABACUS, Journal of Mathematical Association Nigeria, 25(1), 1-12.
• Gbodi, B. E., & Laleye, A. M. (2006). Effects of videotaped instruction on learning of integrated science. Journal of Research in Curriculum and Teaching, 1(1), 10-19.
• Imoko, B. I., & Agwagah, U. N. V. (2006). Improving students’ interest in mathematics, through the concept mapping technique. A focus on gender. Journal of Research in Curriculum and Teaching, 1(1), 30-38.
• Jahun I. U., & Momoh, J. S. (2001). The effects of Sex and environment on the mathematics achievement of JSS III students in Kwara State. ABACUS, Journal of Mathematical Association Nigeria, 26(1), 53-58.
• Olagunju, S. O. (2001). Sex, age, and performance in mathematics. ABACUS, Journal of Mathematical Association of Nigeria, 26(1), 8-16.