Effect of Recount Game on Pupils’ Achievements and Interest in Number and Numeration in Primary Schools in Kogi State

Filed in Articles by on October 25, 2020

Effect of Recount Game on Pupils’ Achievements and Interest in Number and Numeration in Primary Schools in Kogi State


The aim of the study is to examine the effect of recount game on pupils’ achievement and interest in number and numeration in primary schools in Kogi state. Five research questions and five hypotheses guided the study.

An experimental research design was adopted for the study. The population for the study was 3,171 pupils from 231 primary schools. The sample constituted 95 numbers of pupils randomly selected from 3 primary schools in Dekina Local Government Area.

For data collection, two instruments were used namely: Number and Numeration Achievement Test (NNAT) and Number and Numeration Interest Scale (NNIS).

To determine the reliability of the instrument, Cronbach Alpha was used to determine the internal consistency of both instruments. The internal consistency reliability for the interest scale questionnaire was 0.863.

The internal consistency reliability of the achievement test for the pupils was analyzed using Kuder-Richardson 20 (K-R20) formular and the internal consistency reliability established was 0.960.

The data collected was analyzed using mean, standard deviation, t-test and ANCOVA. The study discovered that recount game have significant effect in pupils achievement and gender.


Background of the Study Mathematics is a general subject that is applicable to all fields. It can be used in all forms of profession, from petty trading and handiworks to accounting and banking.

For many years now mathematics instructions have been characterized by traditional and abstract formulations, which seem to be readily understood by only a small fraction of students (Azuka, 2001).

As a result, the teaching of mathematics at the primary school level is viewed as unappealing to the majority of pupils as outdated and unconnected with their interests and experiences (Goodrum, 2001).

Ideas are presented in an overly theoretical and abstract manner without sufficient opportunities for students to engage in practical problem solving and experimentation (Euler, 2011).

Technological advances have provided the opportunity to create entirely new learning environments in mathematics by significantly increasing the range and sophistication of possible classroom activities.

Access to technology provides teachers and students with tools which, when constructively used, can create opportunities for enhanced learning of mathematics.


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