Key points are not available for this paper at this time.
The study aimed to examine the influence of ethnomathematics-based instruction on students’ attitudes, participation, and cultural connections in mathematics learning in Ghana. This study employed a descriptive survey research design to explore the integration of ethnomathematics into Ghana’s inclusive mathematics curricula, targeting JHS 1–3 students in public schools across diverse geographical and socio-economic contexts. Using a multi-stage sampling technique, 300 students were selected to provide rich, representative insights into the intersection of culture and mathematics learning. Data were collected through a structured questionnaire, with reliability confirmed via Cronbach’s alpha values above 0.70. Structural Equation Modelling (SEM) in Amos (v.23) revealed that ethnomathematics-based instruction had a significant and strong positive effect on students’ mathematics attitudes, participation in mathematics learning, and ability to connect mathematics to real-life culture. The findings underscore the transformative potential of embedding cultural contexts in mathematics teaching to enhance engagement, relevance, and learning outcomes, offering compelling evidence for curriculum reform toward inclusive, culturally responsive pedagogy.
Bright Asare (Tue,) studied this question.