Rebecca N. Nonyelu, Charles M. Anikweze


The deplorable state of mathematics in the country has been a source of concern to Mathematics educators, Government and the Society at large. The effect of an innovative method such the use of videotaped instruction for learning mathematics at junior secondary school level was therefore experimented. A random sampling technique was used in selecting the three schools out of 50 junior secondary schools in Federal Capital Territory (FCT), Abuja, Nigeria, with each serving as experimental group consisting of 81 males and 83 females (164) and control group, consisting of 80 male and 78 female (158), which gave a total sample size of 322 students. This study adopted a quasi-experimental research design with non-equivalent pretest, posttest control group design. A validated 40 multiple-choice items of Mathematics Achievement Test (MAT) developed by the researcher, was used in accessing the outcome of the study. Two research questions and two hypotheses guided the study. Mean and Standard deviation was used for answering the research questions while Analysis of Covariance (ANCOVA) was used for testing the hypotheses at 0.05 levels of significance. The result revealed that there was no significant gender difference between male and female taught Mathematics using video-taped instruction (FCal 1,322 =100, p>.05). And there is no significant interaction effect between teaching method and gender on students’ achievement in mathematics (FCAL 1,322 = 1.99; P>.05). That means that there is a significant treatment difference (FCal 1,322=160.98, p<.05). The researcher recommended that workshops, seminars and conferences should be organized for teachers on the importance of video-taped instructions for the teaching and learning of Mathematics.


Article visualizations:

Hit counter



mathematics achievement, video-taped instruction, conventional methods and gender

Full Text:



Abubakar, A. A. (2015). Effect of Instructional Video on Academic Performance in Social Studies Students in Secondary School in Kastina State, Nigeria. Unpublished M.ED Dissertation. Department of Educational Foundations and Curriculum, Faculty of Education, Ahmadu Bello University, Zaria, Nigeria.

Acelajado, M. J. (2004). Value-Oriented work sheets in college Algebra: Effect on students’ attitude, anxiety and achievement in Mathematics, 43rd annual conference and inaugural conference of CASTME Africa.

Adigun, J., Onuhunwa, J., Irunokhai, E., Sada, Y., and Adesina, O. (2015). Effect of Gender on Students’ Academic Performance in Computer Studies in Secondary Schools in New Bussa, Borgu Local Government Area of Niger State, Nigeria. Journal of Education and Practice, 6(33).

Atovigba, M. U., Vershima, A. O’kwu, E. I. and Ijenkeli, E. (2012). Gender trends in Nigerian Secondary School students’ performance in Algebra. Research Journal of Mathematics and Statistics. 4(2) 42-44

Azuka, B. F. (2012) Improving the memory of students in Mathematics classroom towards better performance. ABACUS: Journal of the Mathematical Association of Nigeria, 37 (1), 65-72.

Babakk, B. (2010). Study habit, locus of control and academic achievement in junior secondary schools. Olabisi Onabanjo University Ago-Iwoye, Ogun State.

Dunin P. O. (2014). Effect of gender on students’ academic achievement in Secondary Schools Social Studies. Journal of Education and Practice http://www.iiste.org (online) vol.5 no.2

Ekwueme, C. O. Popoola, A. A. & Orim, R. E. (2012). Teaching mathematics for relativity: Evaluation of teachers’ method and students preference. ABACUS: Journal of the Mathematical Association of Nigeria, 37 (I), 208-218.

Eze, T. I. Ezenwafor, J. I. and Obidile, I. J. (2016) Effect of gender on students’ academic performance and retention in Financial Accounting in Technical Colleges. Britain Journal of Education, Society and Behavioral Science 18(4) 1-9

Federal Republic of Nigeria (FRN, 2009). National Policy on Education, 4th (Ed). Lagos: NERDC Press.

Nonyelu R. N. and Anikweze, C. M. (2012). Assessment of the anxiety levels of Mathematics students in the Federal Capital Territory Junior Secondary School. ABACUS: Journal of Mathematical Association of Nigeria, 37(1), 73-83.

Nzewi, U. N. (2003).Gender issues in science and technology education for sustainable universal basic education: Federal College of Education, Umunze Publication (232-238)

Orubu, M. E. N. (2012). Influence of gender and socio-economic factors on performance in Mathematics among students in Ethiopian East local government area Delta state. Keffi journal of educational studies, 3(1), 35-44.

Umar, G., Yaganawali, S. B. Hajja, K. A and Mohammed W. P. (2015). Gender difference in students’ academic performance in Colleges of Education, Nigeria: implication for counseling. Journal of Education and Practice vol.6 no.32 www.iiste.org

DOI: http://dx.doi.org/10.46827/ejae.v0i0.2439


  • There are currently no refbacks.

Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).