Effects of Vigesimal and Decimal Modes on the Learning Outcomes of Junior Secondary School Students in Yoruba Numerals

Abstract

Numeracy is an integral part of any language. For any linguistic discourse in a language to be meaningful, it should make reference to numbers. Yorùbá language employs vigesimal numerals of counting which involves complex calculation and had led various users to neglect its use. Despite scholars’ efforts at finding lasting solution to this problem, learners are fast losing grip of the numerals. By way of contribution to solving the problem, this study examined the effects of vigesimal and decimal learning modes on students’ learning outcomes in Yoruba numerals. A total of 180 Junior Secondary schools sixty students were randomly selected in one of the three selected secondary schools in Ijebu-Ode local government area for the study. Treatments were administered to the students. Vigesimal and decimal learning modes were administered to two experimental groups, students’ previous knowledge on vigesimal numerals was considered for control group. Two research instruments were used namely: Yoruba numeral achievement test (r = 0.76), students’ attitudinal questionnaire towards Yoruba numerals (r = 0.74). Analysis of covariance (ANCOVA) was used to analyse data at 0.05 significant level and Sidak post hoc analysis was used to explain the direction and source of obtained significant effects. The findings revealed that the main effects of treatments were significant both for vigesimal mode (F (2, 161) = 35.975, P < 0.05) also decimal mode (LM= 16.128), There was significant main effect of treatment (learning mode) on students’ attitude to Yoruba numerals (F (2, 161) = 3.824, P < 0.05). The study concluded that Decimal Yorùbá is an effective strategy in enhancing students’ learning outcomes in Yorùbá numerals. It was therefore recommended that policy makers, curriculum planners and teachers should ensure its adoption into the school curriculums.