Promoting gender equity in learning fractions through the Ghanaian “kyempe” game

Gender disparities in mathematics achievement, particularly in fractions, remain a concern in basic education. This study examined gender differences in fractions achievement among Basic Six pupils in the Effutu Municipality and assessed the effect of the indigenous game kyempe on narrowing this gap. A quasi-experimental pre-test–post-test non-equivalent control group design was employed, involving 80 pupils (37 males and 43 females) selected through multistage sampling. Data were collected using a 14-item fractions test and analyzed using descriptive statistics and t-tests in SPSS (version 25). Pre-test results indicated a statistically significant gender difference in fractions performance, with a higher proportion of females exhibiting low achievement compared to males. However, post-test results showed no significant difference between male and female pupils following the kyempe intervention. The intervention demonstrated a moderate effect in reducing gender differences (Cohen’s d = 0.659). These findings suggest that kyempe effectively reduced gender disparities in fractions achievement. The study recommends integrating culturally relevant games such as kyempe into mathematics instruction to enhance learning outcomes and promote gender equity in Ghanaian basic schools.