Enhancing Pupils' Knowledge of Mathematical Concepts through Game and Poem

Abstract

The study investigated the effects of game and poem enhanced instruction on pupils' knowledge of mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and sphere; Capacity and Weight). A total of 344 pupils from twelve (12) public primary schools of Ogbia and Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest control group quasi-experimental design was adopted in the research. The moderating effects of gender were also examined on the independent and dependent variables. Using ANCOVA statistics, the results revealed that pupils exposed to game and poem enhanced instruction have better mean score in knowledge of mathematics concepts than the control groups. Poem was found to be more effective in improving pupils' knowledge of mathematics concepts than game and a non-significant gender difference existed in the mean scores in knowledge of mathematics concepts. There was no significant interaction effect of gender on pupils' knowledge of mathematics concepts. The implication of the findings was discussed and appropriate recommendations were made.