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Effect of Mathematical Games on Nigerian Students’ Performance in Mathematics in Secondary Schools in Port Harcourt Metropolis 262 high level source of amusement inherent in games. Also most students are often willing to play games in their mathematics classes (Higgins, 1973) This finding also supported Azuka (2001) who said that mathematical games do lead to improved learning. This explained why students in this category were willing to receive any mathematical information the game contained and hence their better performance. Standard deviation in the schools revealed that the groups were heterogeneous (individualistic) in their responses. In research question 4, apart from the government approved private schools where the boys did better than the girls, the girls performance was better than that of boys in the other schools. Generally speaking girls had a total mean score of 28.5 while boys had a total mean score of 28.0. This result disagreed with such researchers as Becker (1991), Forgasz, Leder and Gardner (1999), Osakwe (1990), Okeke (1997) and so on, who concluded that mathematics is male domain. This finding rather has shown that gender does not affect mathematics achievement. Girls are just as capable as boys. One can deduce here that traditional teaching method is less effective. Considering hypothesis 2, individual students in the control group had an improved performance. This means that traditional method cannot be totally condemned. This agreed with the claim that other factors such as parental influence (Lassa, 1976), students attitude (Aiken, 1970), emotional factors (Henderickson, 1974) and so on, can affect students performance in mathematics. Not only the teaching method is responsible for students’ achievements. Hypothesis 3 revealed that from the pretest scores for both groups, the difference that existed between the scores was insignificant. The mean difference between the 2 groups also indicated that the students in the experimental group (29) did better than that in the control group (22.7). Games approach in teaching is superior. This must have been one of the reasons for the popularity of the use of mathematical games in the western world. For hypothesis 4, the finding did not corroborate that of a number of researchers such as Forgasz, Leder and Gardner (1999), and Osakwe (1990), who said that boys do better than girls in mathematics achievement and participations. With this finding, girls can be encouraged to study mathematics without gender inferiority complex Summary of findings On the aspect of students’ achievement in mathematics test, the major findings of the study revealed that the students taught with mathematics games performed better than those taught with traditional method. Mathematics teachers should therefore treat mathematical games as an important valid teaching and learning strategy. For the boys and girls in the experimental group, the difference in their performance was not significant i.e girls were just as capable as boys in mathematics achievement. From the analyses of the data, it is concluded that the students’ taught with mathematical games performed better than those taught without mathematical games.
263 Olubunmi M. Adaramola and Jane I. Alamina References [1] Abdulahi, A. (1982). Science teaching in Nigeria. Ilorin: Atoto Press. [2] Aborisade, A. (2001, February 19). The wonders of mathematics. Tell, 8, 48. [3] Aburime, E.F. (2004). Refocusing researching Science, Technology and Mathematics education: A case for mathematics laboratory. Proceeding of the 45th Annual Conference of Science teachers association of Nigeria (STAN). [4] Aiken, L. R. (1970). Attitude towards mathematics. Review of Educational Research. Vol.40. pp. 551-596. [5] Alamina, J. I (2001) Fundamental principles of science teaching and learning. Port Harcourt: VOTEX Publishers. [6] Ale, S.O. (2003). Global view of Mathematics Improvement Programme (MIP) and its mission. (A welcome address) Opening Ceremony, orientation programme for mathematics improvement, National Mathematical Centre, Abuja, Nigeria, January 29. [7] Amazigo, J.C. (2000). Mathematics phobia: Diagnosis and prescription. First annual lecture, National Mathematical Centre, Abuja, Nigeria, July. [8] Anastasi A. (1982). Psychological testing. New York: Macmillan Publications. [9] Ani, O., Esin, J. and Inyang, A. (2001). Gender Disparity in Science, Technology and Mathematics in Nigeria. The Paragon 1 (1) pp. 238-245. [10] Azuka. B. F. (2001). The use of mathematical games in Nigerian Secondary schools. A paper presented at MAN conference at Katsina 1 & 2. [11] Badru, A.K. (2004). Student’s performance in mathematics as correlates of their performances in other basic science subjects. Proceeding of the 45th Annual Conference of Science teachers association of Nigeria (STAN). [12] Becker, J. R. (1991). Justice in Mathematics Education: Reaching Beyond Equity. Journal for Research in Mathematics Education. 22 (2), pp. 157-161. [13] Byrnes, J. P. Hong, L and Xing, S. (1997). Gender Differences on the Mathematics Subtest of the Scholastic Aptitude Test May Be Culture – Specific. Educational Studies in Mathematics. 34 (1), pp. 49-66. [14] Diamond R. W. and Diamond M.A (1992): Strategic Games from waldegrave to borel. Towards a history of game theory. Retrived August 20, 2005 from http:/www.madras.file sch.uk/maths/games-uk-games in the classroom. [15] Fennema, E. and Leder, G. C. (Eds) (1990). Mathematics and gender. New York: Teacher College Press. [16] Forgasz, H. J. Leder, G. C. and Garner, P. L. (1999). The Fennema –Sherman Mathematics as a Male Domain Scale Re-examined. Journal for Research in Mathematics Education. 30(3), pp. 342-348. [17] Henderickson, D. (1974). Why do we teach Mathematics? Mathematics Teachers Vol. 3. pp. 468-480. [18] Higgins, J. T. (1973). Mathematics teaching and learning. Worthington Ohio: Charles A. Jones Publishing Company. [19] Jegede, O.J. (2003). Standards in Educational Research in Science Technology and Mathematic (STM) in Nigeria. [20] Lassa, P.N.(1976), Correlated study between mathematical achievement and attitude towards mathematics among prospective grade 11 teachers. Nigerian Education Forum Vol. 2. (1) p. 8. [21] Mehrens, W. A and Lehmann, I. J. (1973) Measurement andevaluation in education and psychology. New York: Holt, Rinehart and Winston Inc. [22] National Mathematics Centre (2002). Mathematical games for secondary schools. Abuja: National Mathematics Centre. [23] Obioma,G.O. (1992) The philosophy and instruction of mathematical games. A Working Paper Presented at the Workshop on the Development of Prototype mathematical games organized by NMC (Abuja). 1992.
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