Learning to add fractions the Ghanaian way: The impact of ‘kyempe’ game on learners’ academic performance

Abstract

Teaching and learning fractions in school mathematics pose significant challenges for both learners and teachers. However, little is known about how sociocultural games can be utilized to boost learners’ academic performance. In this context, this study investigated the effect of using the Ghanaian indigenous game of ‘kyempe’ to enhance the academic performance in fraction addition among basic six learners in the Effutu Municipality. The study employed a one-group pre-/post-test quasi-experimental design. A total of 80 learners were selected through purposive sampling. Data were collected using an adapted fraction test and analyzed using frequencies, percentages, and paired-samples t-tests. The findings indicated that the initial academic performance of the basic six learners in adding fractions was low (N=65%). However, after the intervention, the academic performance of learners improved from low to moderate (N=47.5%) and high (N=42.5%). A statistically significant difference was observed between their pre- and post-test results (t[79] = -9.45, <i>p</i> < .001). This difference, attributed to the game, resulted in a very large effect size (<i>d</i> = 1.06). Based on these findings, it was concluded that the intervention significantly enhanced learners’ ability to add fractions. Consequently, teachers in the Effutu Municipality should consider integrating the game into their fractions lessons. Future research should explore its application to other areas of mathematics where learners often struggle, such as subtraction or multiplication of fractions.