European Journal of Scientific Research - EuroJournals

257 Olubunmi M. Adaramola and Jane I. Alamina
Anastasi (1982) viewed achievement as meaning the effects of relatively standardized sets of
experiences. Hence academic achievement could be regarded as the level of proficiency and
knowledge demonstrated by an individual after learning has occurred. It has to do with the use of
mental effort or skill acquisition.
Teaching has been viewed by Obodo (1997) as one of the most important professions in the
world and most rewarding. It is sad to note that studies carried out expose the fact that some
mathematics teachers do not have the knowledge of modern curriculum which is indeed a prerequisite
for effective teaching. Lassa (1976). To achieve the goals of mathematics curriculum, well qualified,
trained and motivated teachers are needed.
Seegers and Boekaerts (1996) study shows that boys do better in mathematics achievement and
participation. Forgasz, Leder and Gardner (1999) again supported this view of boys being better than
girls in mathematics. Expressing a different view, Fennema and Leder (1990) as well as Becker (1991)
observed that there is no justice in mathematics education, females are not learning and participating in
mathematics at the same level as males. Byrnes, Hong and Xing (1997) reported that mathematics is
sex-typed as a male domain.
In Nigeria, students achievement in secondary school mathematics has become a matter of great
concern. Ale (2003): Aborisade (2001): Amazigo (2000). However, the issue of gender also needs to
be faced squarely. Osakwe (1990) pointed out that girls have an edge over boys in verbal ability but
boys tend to dominate in mathematics. Okeke (1997) calls for gender equity, especially in science,
technology and Mathematics, Three Nigerian researchers, Ani, Esin and Iyang (2001) report that the
level of women enrolment and graduation in STM (Science, Technology and Mathematics) disciplines
is not encouraging, especially when compared to the males.
Methodology
Design
This is an experimental study with randomized groups, pretest – posttest design. The study involved
two groups which allow the use of intact classes and easy control of the reactive effects of
experimentation.
Randomized Groups Pretest – Posttest Design.
Groups Pretest Treatment Post Test
Experimental Y1 X Y3
Control Y2 - Y4
The independent variables are the teaching methods i.e mathematical games for the
experimental group and traditional method for the control group. The dependent variables are
performance, while sex is an intervening variable.
Research Instrument
The test instruments were multiple choice type of teacher made achievement tests, carefully
constructed using a lesson plan and a test blue print that was based on specific objectives of the lesson
plan to ascertain validity. (Alamina,2001). Since the tests were teacher made achievement tests, item
analysis was carried out to determine the difficulty and discrimination indices of the test items
The pretest consists of 20 items testing general knowledge of simple equations administered to
the 2 groups of students used for the study. This test was used to establish the pretest mean scores,
standard deviation and variance of the two groups used for the study. The experimental group was
taught with mathematical games.