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This study investigated gender and location as correlates of academic achievement in number and numeration using ethno mathematics approach in Junior secondary schools in Benue State, Nigeria. This study therefore, sought to establish relationship between achievement and gender, then location and achievement using ethno mathematics approach in Obi and Oju Local Government Area of Benue State. The sample was 175 Junior Secondary two (Js2) students. The design of the study was quasi-experimental. It is pre-test post test control group design. Intact classes were used both for the experimental and control groups. The instrument for data collection was Mathematics Achievement Test in Number and Numeration (MATN). Data collected were analyzed using mean and standard deviation to answer the Research Questions, the Analysis of Covariance (ANCOVA) to test the Null Hypotheses. The findings of this research showed that there is no significant effect of gender on students' achievement in Number and Numeration when taught using Ethno mathematics approach. Secondly, location i.e. rural and urban setting affect significantly i.e. academic achievement of Junior Secondary School students when ethno mathematics approach was used. The researcher therefore concluded that ethno mathematics teaching approach has great effect towards enhancing achievement in mathematics. Based on the findings of this study, the researcher recommended that teachers of mathematics should recognize the special role ethno mathematics play in aiding students to understand the subject. Secondly, students should be made to relate the school Mathematics with home activities.

greener journal of education research

Gender and Location as Correlates of Achievement in Number and Numeration Using Ethno Mathematics Approach in the Junior Secondary Schools in Benue State