CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The importance of learning mathematics has become clear all over the world. This is due to the fact that it is applicable to everyday life as well as a variety of disciplines. As a result, it is now a compulsory subject in Ghana at both the primary and secondary school levels. Its importance in the nation's and humanity's technological development (Azuka, 2013; Salman, 2013; Imoko, 2014; Uloko and Usman, 2018) emphasizes the need for it. The massive and persistent failures of Ghanaian students in the subject (Sanni and Ochepa, 2012; Uloko and Imoko, 2017; Abakpa and Agbo - Egwu, 2018) have remained a major threat to its learning. Researchers in mathematics education have considered a number of factors in their efforts to find a solution to this incessant failure. The inappropriate method of teaching is one of these factors that is examined in depth in this study. According to Harbor-Peters (2011), low mathematics achievement is caused by teachers' failure to use appropriate teaching methods. The researchers in this study agree with observations made in some quarters that Ghana's mathematics teaching method is completely out of sync with the learners' backgrounds and local environments. Furthermore, this method is foreign in origin, has no bearing on Ghanaian culture, and is solely derived from a Eurocentric culture (Obodo, 2017; Kurumeh, 2014; Uloko, 2016; Uloko and Imoko, 2017; Uloko and Ogwuche, 2017). One of the consequences of relying too heavily on foreign approaches to mathematics education is the apparent lack of fundamental mathematical principles, which leads to rote learning and low math achievement, as seen in Ghana today. To address this issue, teachers must develop strategies that ensure active participation of students, are practical, project-oriented, and applicable (Obodo, 2017; D'Ambrosio, 2011; Kurumeh, 2014; Uloko, 2016). This appears to suggest that ethnomathematics be given a try; ethnomathematics is a teaching approach that integrates students' backgrounds and immediate environments with euro-centric mathematics in a practical way as demanded by mathematics.

Ethnomathematics is a branch of mathematics that studies the culture in which mathematics emerges (Kurumeh, 2014). She goes on to say that if we think of mathematics as the growth of structures and systems of ideas involving number, pattern, logic, and spatial configuration, and then look at how mathematics emerges and is used in different cultures, we can gain a much better understanding of the subject. It's possible that such comprehension is contingent on the section of mathematics under consideration. The cultural utility of mathematics as a science is known as ethnomathematics (Harbor-Peters, 2011). It is, according to D'Ambrosio (2011), a method of teaching and learning mathematics that builds on a student's prior knowledge, background, the role his environment plays in terms of content and method, and his past and present experiences with his immediate environment. According to him, the approach could be practical. This study examines the impact of the Ethnomathematics Teaching Approach (ETA) (as well as its practical attributes) on student achievement and retention in mathematics. According to Kurumeh (2014), ETA is a method for explaining the reality of the relationship between culture and mathematics in the classroom. The use of a learner's familiar and immediate environments in teaching him mathematics is defined as ETA for the purposes of this study. It is a method of adapting foreign or euro-centric mathematics to the learner's background and familiar environment in order to facilitate meaningful teaching and learning. The practical approach is particularly intriguing. This research aims to use the study area's cultural environment, particularly their farming and construction activities, to teach mathematics.

The use of ethnomathematics is the secret behind the Japanese and Chinese success in mathematics, science, and technology today (Tereziaha, 2018; Obodo, 2014; Kurumeh, 2014; Uloko and Imoko, 2017). As a result, the purpose of this study is to see if using ethnomathematics (which combines indigenous and foreign mathematics backgrounds) can help Ghanaian students excel in mathematics. All current teaching approaches other than ethnomathematics are referred to as conventional approach in this study. It's one thing to be taught mathematics using a preferred method like ethnomathematics; it's another to remember it after a reasonable amount of time has passed, which is retention. Hornby (2011) defines retention as the ability to remember things. For the purposes of this study, retention is defined as the ability to remember or keep the mathematics knowledge acquired and recall it when needed. Mathematical retention is achieved through appropriate teaching methods rather than rote memorization (Iji, 2012; Chianson, 2018). Iji (2012) and Chianson (2018) found that students in the experimental group retained more of the mathematics they had learned than those in the control group, though the difference was not statistically significant.

Mathmatics is commonly considered to be one of the most important subjects in the school curriculum. Mathematical classes are likely to be taught in more schools and institutions across the country than any other topic. Math achievement has been a source of great anxiety, to the point where every child is expected to exhibit a high degree of proficiency in the subject. When it comes to a child's future profession, the importance of mathematics is emphasized even more, with parents nearly universally wanting their children to succeed in the subject, largely in the hope of improving job chances. Furthermore, mathematics, perhaps more than any other topic, is employed as a filter in that it is required to pass an adequate level of examination before being considered for admittance into a certain profession or occupation. According to Eraikhuemen (2013), mathematics is "indispensable" since it is "used extensively in all other human activity." It provides basic knowledge and abilities that a person needs to deal with challenges in everyday life” (p99-100). All scientific and technological studies, as well as all human development activities, are built on the foundation of mathematics. It is the one language and culture that all studies have in common (Harbor - Peters 2014). Everyone solves and uses mathematics in one way or another, according to Soyemi (2013). The relevance and utility of mathematics in the national building and everyday life cannot be overstated by the driver at the wheel, the cook in the kitchen, the trader in the market, and the farmer on his farm. Ghana As a result of this realization, mathematics has become one of the essential disciplines in primary and secondary school curricula. Kurumeh, Kurumeh, Kurumeh (2019, p.35) whatever the case may be, student progress in mathematics has been mediocre at best over the years. Poor teaching methods and teachers' non-use of instructional materials, according to Badmus (2012), are factors contributing to students' poor mathematical performance. One of the aspects that influences efficient mathematics learning, according to Habor – Peters (2011), is the method of problem presentation. Nonetheless, research has revealed a range of successful instructional strategies that might improve kids' math skills. Researchers have identified ethnomathematics-based training as one of the most effective instructional methodologies. Kurumeh (2019) discovered in her research that an Ethnomathematics-based instruction technique improves understanding and learning efficiency, resulting in improved student accomplishment in mathematics. Mogari (2012) also discovered that using an Ethnomathematics-based instruction technique was effective. The application of Ethnomathematics-based training is the key behind Japan's and China's current success in mathematics, science, and technology (Tereziaha, 2018, Obodo, 2014; Kurumeh, 2014; Uloko and Imoko 2017). The utilization of Ethnomathematics-based instruction by mathematics teachers will be investigated in this study. D'Ambrosio (2011) defined ethnomathematics as a way of teaching and learning mathematics that draws on the student's prior knowledge, background, the role of the environment in terms of content and method, as well as past and present experiences in his local environment. Ethnomathematics, according to Harbor – Peters (2011), is the cultural value of mathematics as a science. Ghana is a multiethnic country, and each student represents a distinct cultural group. Thus, it is claimed that by studying how mathematics emerges and is used in different cultures, we can get a better and deeper understanding of mathematics, resulting in improved mathematics education and student performance.

1.2 STATEMENT OF PROBLEM

Ethnomathematics-based instruction promotes all people's rights, regardless of sexual orientation, gender, ethnicity, race, or socioeconomic status. This is done to help students understand the issues and problems that face a diverse society. Curriculum, classroom, teacher expectations, professional development, and relationships among teachers, administrators, students, and the community are all covered by ethnomathematics. This method allows students to make connections between historical mathematical developments and the contributions of various groups and individuals. Students will be exposed to a variety of ways of thinking and doing mathematics, which will increase their interest in learning required content by allowing them to apply mathematical concepts to future professional concepts and improving their performance. As a result, it is necessary to inquire whether mathematics teachers employ this instructional strategy.

Students, parents, educators, the government, and the general public are concerned about students' persistently low math achievement. Evidence shows that this situation is appalling, to the point where Ghanaian students compete for last place instead of first in mathematics in the eleven English-speaking West African countries' School Certificate Examinations. There is also evidence to suggest that the lack of use of appropriate teaching approaches in the subject contributes to poor achievement and retention. One might wonder why none of the methods employed thus far have been successful in reversing this dreadful trend. However, it should be noted that ethnomathematics has not been tested in Ghana, particularly in Mathematics, to see if it can help to improve the country's poor performance. As a result, the problem of this study is to determine whether or not using an ethnomathematics teaching approach improves students' achievement and retention in mathematics.

1.3 AIMS AND OBJECTIVES OF THE STUDY

The main aim of this study is to examine the effect of ethnomathematics based instruction on the mathematics performance and retention on senior high school students. The specific objectives of this study were to:

1.      To find out the effect of ethnomathematics on students’ achievement in mathematics 

2.      To find out the effect of ethnomathematics on students’ achievement in mathematics based on gender

3.      To investigate whether the ethnomathematics has effect on performance of secondary school students’ taught mathematics concepts.

4.      To verify whether the ethnomathematics has an effect on retention of secondary school students’ taught mathematics concepts.

1.4. RESEARCH QUESTIONS

1.      What is the effect of ethnomathematics on students’ achievement in mathematics? 

2.      What is the effect of ethnomathematics on students’ achievement in mathematics based on gender?

3.      Does ethnomathematics has effect on performance of secondary school students’ taught with mathematics concepts?

4.      Does ethnomathematics has an effect on retention of secondary school students’ taught mathematics concepts?

1.5. RESEARCH HYPOTHESES

Hypothesis 1

Ho: There is no significant difference between the effect of ethnomathematics and students achievements.

H1: There is a significant difference between the effect of ethnomathematics and students achievement in mathematics.

Hypothesis 2

Ho: There is no significant difference between the effect of ethnomathematics and students’ retention in mathematics.

H1: There is a significant difference between the effect of ethnomathematics and students’ retention in mathematics.

Hypothesis 3

Ho: There is no significant difference between the effects of ethnomathematics on students’ achievement in mathematics based on gender.

H1: There is a significant difference between the effects of ethnomathematics on student achievement in mathematics based on gender.

Hypothesis 4

Ho: There is no significant difference between ethnomathematics and performance of secondary school students’ taught with mathematics concepts

H1: There is a significant difference between ethnomathematics and performance of secondary school students’ taught with mathematics concepts

1.6 SIGNIFICANCE OF THE STUDY

The findings of this study will be theoretically significant if the findings of this study indicate that teachers’ pedagogical skills enhance student’s academic achievement. However, if the findings of this study show that academic achievement is not influenced by ethnomathematics based instruction, then it will help for further investigation and possible review of the theories. This study will be useful to curriculum developers and policy makers, teachers, students and researchers. Findings of this study when published will give curriculum developers and policy makers the insight on the effect of ethnomathematics based instruction on the mathematics performance of students’ academic achievement. This study will facilitate the teachers to self-assess and enhance their pedagogical skills. Hence, the study will enable them to see the need to include ethnomathematics based instruction in teaching methodology and curriculum modules in various teacher training institutions.

1.7. SCOPE OF THE STUDY

The study is restricted to the effect of ethnomathematics based instruction on the mathematics performance and retention on senior high school students in Ghana.

1.8 OPERATIONAL DEFINITION OF TERMS

Academic Performance: These are test scores that students get after sitting for an exam.

Ethnomathematics: Is the study of the relationship between mathematics and culture. Often associated with "cultures without written expression", it may also be defined as "the mathematics which is practised among identifiable cultural groups".

Retention: Is the ability to store new information in your long-term memory and recall it at a later date.