Prof Emmanuel Asuquo Edoho, Mathew Amama Imaje, Ntiense George Moses, Uwem Effiong Akpan, Joseph Philip Anor, Eyam Eyam Ajom & Edet Okon Idang
Abstract
This study examined the effect of culturally responsive instructional intervention, drawing on Efik and Ejagham cultural practices, on mathematics phobia among JSS1 students in Calabar, Nigeria. A quasi-experimental, non-equivalent control-group design was used, with a sample size of 316 JSS1 students drawn from six public secondary schools in Calabar Municipality and Calabar South Local Government Areas. The experimental group received a six-week, twice-weekly mathematics curriculum explicitly linked to local cultural practices, while the control group received the standard curriculum. Data were collected using anxiety scale and were analysed using one-way Analysis of Covariance (ANCOVA) with pre-test scores as covariate. The experimental group recorded a 24.58 reduction in mathematics anxiety scores compared with 5.47 in the control group. Female students showed comparatively larger gains, with slightly larger mean reduction than male students. Embedding indigenous cultural practices within mathematics instruction significantly reduced mathematics phobia among JSS1 students. Integrating culturally responsive pedagogy into curriculum policy, teacher training, and instructional materials is recommended, among others, for multicultural educational settings such as Nigeria.