Abstract
This study investigated the effect of ethno-mathematics teaching approach and gender on students academic achievement in mathematics in Mubi Education Zone of Adamawa state. A sample size of 313 Senior Secondary School 2 students was used. Quasi-experimental design was adopted for the study. Data were collected using Mathematics Achievement Test (MAT) instrument. Two research questions and two hypotheses were used to guide the study. Mean and standard deviations were used to answer the research questions while the hypotheses were tested at 0.05 level of significance using a 2-way Analysis of Covariance (ANCOVA). Results (F = 19.669, df = 1, P = 0.00) revealed that students exposed to ethno-mathematics teaching approach achieved higher than those taught with lecture method. The study also revealed that gender of students had no significant effect on students’ academic achievement in mathematics. The study recommended amongst others that mathematics teachers should incorporate and use ethno-mathematics teaching approach.