Abstract:
This study investigated effects of indigenous game strategies on academic performance of pupils in numeracy in Ilorin East
Local Government Area of Kwara State. A pretest-posttest control group non-equivalent quasi-experimental design was used in the
study. A stratified random sampling technique was adopted to select six schools for the study. The only instrument used was the
Numeracy Performance Test (NPT) with reliability coefficient of 0.76. ANCOVA was used to analyse the data. The findings revealed
that there was a significant effect of indigenous game strategies on pupils’ academic performance in numeracy (F (2, 25) = 159.022, P <
0.05); there was no significant effect of gender on pupils’ performance in numeracy; there was no significant interaction effect of
treatment and gender on pupils’ performance in Numeracy (F(2,25)= 0.578, p>0.05, η2= 0.102, p<0.05); there was no significant effect
of school type on pupils’ performance in Numeracy in Kwara State (F(2,25)= 0.826, p>0.05, η2= 0.104). There was no significant
interaction effect of treatment and school type on pupils’ performance in Numeracy in Kwara State (F(2,25)= 0.323, p>0.05, η2= 0.126).
It was concluded that indigenous game strategies enhanced better performance in numeracy than the conventional method of teaching,
also gender and school type had no significant effect on academic performance of pupils in numeracy. Based on these findings, it was
recommended among other things that numeracy teachers should be encouraged to use indigenous games strategies, rather than the use
of conventional methods, to teach pupils at the primary schools. particularly in basic two.