Ethnomathematics and Students’ Interest, Attitude and Academic Performance in Mathematics in Mkpat Enin Local Government Area, Akwa Ibom State, Nigeria

This study investigated on ethnomathematics and students’ interest, attitude and academic performance in mathematics in Mkpat Enin Local Government Area, Akwa Ibom State. Three research questions and three hypotheses guided the study. Quasi-experimental research design, specifically, pre-test posttest non-equivalent group was adopted for the study. The population of the study consisted of all government coeducational Senior Secondary School class two (SS2) students of 2024 academic session. A sample of 198 SS 2 students drawn from intact classes in four randomly selected secondary schools was used for the study. Mathematics Interest Scale (MIS), Mathematics Attitude Questionnaire (MAQ) and Mathematics Performance Test were used as instruments for data collection. The instruments were subjected to face and content validity. The reliability of the instruments was established using Cronbach Alpha and Kuder Richardson KR-20 with a reliability coefficient of 0.74, 0.81 and 0.76 respectively. Independent t-test was used to test the hypotheses. Results revealed that there was a significant difference in the mean interest, attitude scores and academic performance of students in mathematics exposed to ethnomathematics incorporated instruction and expository teaching method in favor of those that were exposed to ethnomathematics incorporated instruction. The researchers recommended that Mathematics teachers should recognize and realize the special role of ethnomathematics in mathematical instruction to students.