The study investigated ethnomathematics and academic performance of senior secondary students in mathematics in Rivers State Nigeria. Two thousand four hundred and eleven(2411)senior secondary two (SS2) mathematics students in twenty-one (21) co-educational public secondary schools in EmohuaLocal Government Area of Rivers State Nigeria served as the populations of this study. Two of these schools with a sample of 138 mathematics students were randomly assigned experimental condition (n=72) and control condition (n=66); their intact classes were utilized. The study utilizeda non-randomized pretest, post-test quasi-experimental research design. The research instrument for data collection was Mathematics Performance Test (MPT). MPT reliability was ascertained using Pearson Product Moment Correlation, r=0.78 was obtained. Mean scores and standard deviation were used to answer the research questions whereas Analysis of Covariance (ANCOVA) was used to test for significance of the null hypotheses at 0.05 alpha level. The result showed that the ethnomathematics method of instruction was more effective than the problem-solving method in facilitating students understanding of mathematics, gender had no effect statistically. The study recommended, among others that mathematics teachers should employ the ethnomathematics method of instruction during mathematics instructions.
Ethnomathematics, Performance, Students
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