This study is designed to determine the efficacy of ethnomathematics (Mathematics in a cultural context) on senior secondary school students’ achievement in mathematics. It is also aimed at determining whether any of the sexes (male or female) benefited more than the other from the teaching. The study employed the non-equivalent control group quasi experimental design. Four research questions and four null hypotheses guided the study. The experimental and control groups were taught probability using ethnomathematics and conventional approaches respectively. The researcher constructed instruments-Mathematics Achievement Test on Probability (MATP) and Mathematics Interest Inventory on probab
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