Abstract

CHECKMATING GENDER DIFFERENTIALS IN PUPILS? ACHIEVEMENT AND RETENTION IN MATHEMATICS USING ORIGAMI TEACHING AID IN NSUKA EDUCATION ZONE

OBI, C.N., AGWAGAH, U.NV. , NEWEN, M.A. & NWOYE M.N.

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ABSTRACT The differential achievement of male and female in mathematics has continuously raised doubts amongst researchers as to how to bridge the disparity and achieve gender equality in the subject. Therefore the purpose of this study was to examine gender differential in pupil?s achievement and retention in fractions using origami. Pretest and post test non- equivalent control group quasi experimental research design was adopted to achieve this purpose. The study was guided by two research questions and hypotheses. The population of the study was all primary one pupils in Nsukka education one. Sample consisted of 100 pupils from two intact classes. Data was collected using Fraction Achievement Test (FAT) and Fraction Retention Test (FRT) having reliability coefficients of 0.77 and 0.84 respectively. The research questions were answered using descriptive statistics while the hypotheses were analyzed using Analysis of Covariance (ANCOVA) at P? 0.05 level of significance. The findings revealed that there was no significant difference in male and female achievement and retention in fraction when taught using Origami. It was concluded that Origami is gender friendly and effective in the teaching and learning of fractions. Based on these findings it was recommended that teachers should explore Origami in the teaching of fractions and other topics in mathematics to boost pupils? achievement and retention in mathematics in general. Also workshops and seminars for mathematics and science teachers should be organized by the ministry of education on the use of Origami. KEYWORDS: Origami, Achievement, Retention, Gender differential, Fractions, Mathematics

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