Arab Educational Information Network

This study investigated effects of indigenous game strategies on academic performance of pupils in numeracy in Ilorin east local government area of Kwara state. A pretest-posttest control group non-equivalent quasi-experimental design was used in the study. A stratified random sampling technique was adopted to select six schools for the study. The only instrument used was the numeracy performance test (NPT) with reliability coefficient of 0.76. ANCOVA was used to analyze the data. The findings revealed that there was a significant effect of indigenous game strategies on pupils’ academic performance in numeracy (f(2,25)= 159.022, p<0.05); there was no significant effect of gender on pupils’ performance in numeracy; there was no significant interaction effect of treatment and gender on pupils’ performance in numeracy (f(2,25)= 0.578, p>0.05, η2= 0.102, p<0.05); there was no significant effect of school type on pupils’ performance in numeracy in Kwara state (f(2,25)= 0.826, p>0.05, η2= 0.104). There was no significant interaction effect of treatment and school type on pupils’ performance in numeracy in Kwara state (f(2,25)= 0.323, p>0.05, η2= 0.126). It was concluded that indigenous game strategies enhanced better performance in numeracy than the conventional method of teaching, also gender and school type had no significant effect on academic performance of pupils in numeracy. Based on these findings, it was recommended among other things that numeracy teachers should be encouraged to use indigenous games strategies, rather than the use of conventional methods, to teach pupils at the primary schools. Particularly in basic two. (Published abstract)