Exploring the Impacts of Cultural Relevance in Mathematics Education and Students Learning Outcome in Secondary Schools in Ekiti State

This study explores the impact of cultural relevance in mathematics education on students' learning outcomes in secondary schools in Ekiti State, Nigeria. The research examines how cultural relevance is applied in mathematics instruction, assesses its relationship with students’ understanding and performance, and investigates teachers’ perceptions of culturally relevant teaching methods. The study employs a quantitative research approach, the population comprised secondary school students in Ekiti State, from which a sample of 50 students was selected using a random sampling technique. Data was collected through a structured Likert-type questionnaire, designed to measure students' perceptions of cultural relevance in mathematics education. Findings reveal that students generally perceive culturally relevant mathematics education as beneficial to their understanding and engagement. A significant majority agree that integrating cultural examples into lessons enhances comprehension and retention. Additionally, the study highlights that teachers recognize the importance of cultural relevance in mathematics but face challenges in implementing it due to standardized curricula and resource constraints. Furthermore, the study examines the role of gender and geographical location in mathematics education, finding no significant influence of cultural relevance on gender-based performance differences. However, geographical disparities, particularly in resource availability and teaching methodologies, were identified as key factors affecting students' performance. The study concludes that incorporating cultural relevance in mathematics education enhances students’ engagement, problem-solving skills, and confidence. It recommends curriculum reforms, teacher training programs, and the provision of culturally relevant teaching materials to bridge the gap between urban and rural schools. By addressing these challenges, mathematics education can become more inclusive, fostering better learning outcomes for all students.