


































Frontiers of Contemporary Education 
ISSN 2690-3520 (Print) ISSN 2690-3539 (Online) 

Vol. 3, No. 4, 2022 

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1 
 

Original Paper 

Effectiveness of Origami-based Instructional Model Approach 

(Obima) on Secondary School Students’ Academic Performance 

and Interest in Mensuration, Enugu State, Nigeria 

Sochima Stanislus Unodiaku
1
  

1
 Department of Mathematics and Computer Education, Enugu State University of Science & 

Technology (ESUT), Enugu State, Nigeria  

 

Received: September 23, 2022   Accepted: October 13, 2022  Online Published: November 16, 2022 

doi:10.22158/fce.v3n4p1              URL: http://dx.doi.org/10.22158/fce.v3n4p1 

 

Abstract 

The study was conducted to determine the effectiveness of origami-based instructional model approach 

(OBIMA) on secondary school students’ academic performance and interest in mensuration. The 

population of the study consisted of 2105 SSS III students in 15 government owned secondary schools 

in Igbo-Etiti local government area of Enugu State, Nigeria. The study was guided by five research 

questions and five null hypotheses. The hypotheses were tested at P  .05 level of significance. 

Multi-stage sampling technique was used to randomly sample 153 students used for the study. Two 

instruments were developed by the researcher and used for gathering data. One was Mathematics 

Achievement Test (MAT) instrument containing 15 essay items and the other was Mathematics Interest 

Inventory Questionnaire (MIIQ) which contains 9 items. The instruments were face validated by 

experts and their reliability estimates were determined using split-half method which yielded 0.80 and 

0.88 for MAT and MIIQ respectively. The data collected with the instruments were analyzed using 

mean and standard deviation (S.D) to answer the research questions while independents t-test statistic 

was used in testing the hypotheses (P  .05). Findings of the study revealed that origami-based 

instructional model approach is effective in teaching mathematics, especially in sketching roots of 

mensuration theories. Gender was found not to be a significant factor of variance in mathematics 

performance, particularly when origami is used in mathematics instruction, among other issues found 

in the study. It was recommended to teachers to adapt and adopt origami-based instructional model 

approach in mathematics instruction since the study has shown that the use of origami in mathematics 

instruction effectively enhances students’ interest in mathematics learning. 

 



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Keywords 

mathematics, origami-based instruction, mensuration, interest and performance 

 

1. Introduction 

What mathematics is and its absolute importance are inexhaustible and cannot be overemphasized. 

Mathematics is a dictionary of all other subjects from science subject to arts, because every subject area 

apply mathematical expressions and reasoning, to explain concepts, theories, principles, meanings and 

facts inherent in such area. Mathematics is a phenomenon that has gone beyond explanation of quality, 

size, shape and order in the universe, to further explain relationships of qualities and number patterns 

and their applicability in our everyday activities. Tali, Mbwas and Abe (2012) noted that mathematics 

is the bedrock of knowledge encompassing economic, technology, scientific and social development of 

any society. According to Okafor (2016), Mathematics is an instrument for scientific, economic, 

political and human development of all nations. Obviously, mathematics by nature has inevitably 

attributes to all human activities as in socially, economically, scientifically and politically development 

of any nation in the world. Ideally, mathematics is a precise tool that can be used by mankind to obtain 

a clear understanding of the physical world around them. Mathematics is the opium of science that has 

made phenomental impacts that have enabled technological and scientific invention to be possible for 

man to function effectively in his immediate environment and even beyond. 

Despite the numerous importance of mathematics to humanity, its teaching and learning are bedeviled 

by incessant reports on students’ poor performance on the subject. For instance, the West Africa 

Examination Council (WAEC) and National Examination Council (NECO) Chief Examiners’ reports 

of (2010-2015) and (2009-2017) respectively clearly indicated that students’ performance in 

mathematics has been persistently poor over the years. Unodiaku (2018) observed that students’ 

achievement and performance in mathematics in both internal and external examinations are 

consistently reported to be below seventy percent (70%) of candidates who sat for mathematics 

examination in the West African Secondary School Certificate Examination (WASSCE) during the 

2013-2016 for failure to obtain credit level pass on the subject. These reports on students’ poor 

performance on mathematics is a clear indication that mathematics teaching approaches adopted by 

teachers were not effective. According to Ebesine (2013), the instructional approach adopted by 

teachers could make learners to develop negative or positive interest towards the learning task. The 

present state of art is that mathematics teaching is deficient since teachers’ approaches to the teaching 

of the subject neither enhance the interest of the students on studying the subject nor their achievement 

on the subject. This is a clear indication of scarcity of teaching approach that can positively change the 

interest of the students towards learning the subject well for enhanced achievement. Probably because 

of these consistent reports on students poor performance on mathematics that the National Policy on 

Education (NPE) (F.R.N., 2013) demanded that teaching shall be practical and activity-based. This 

demand was earlier made by WAEC Chief Examiner (2012) who insisted that teachers should be 



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encouraged to use instructional materials during lessons so as to re-enforce the learning of mathematics 

concepts. The use of origami-based instructional model approach (OBIMA) which is activity-based 

becomes paramount in teaching mathematics concepts such as mensuration. 

According to Pokhrel (2018), Eriyagama (2018) and Unodiaku (2018) all demanded that activity-based 

approach should be used in Mathematics instruction, because it is capable of making mathematics 

teaching to be practically oriented, increase the interest of students and improved their academic 

performance on mathematics. More critically, making mathematics teaching to be activity-based, is 

another way of achieving the noble objective of the NPE (FRN, 2013) which demanded that teaching 

(Mathematics) shall be practical, activity-based, experiential and IT supported. Activity-based learning 

method appears to be invoking in the recent time in science teaching especially in mathematics, 

probably because it is psycho-motor oriented. The philosophy of activity-based learning is based on the 

notion that learning can be best when it is initiated by the surrounding environment and motivated by 

providing optimum opportunities to learn (Unodiaku, 2018). Ideally, mathematics is among the core 

school subjects that it’s teaching and learning can be gainfully achieved through activity-based learning 

method. The psychological theory of information processing views learners as active investigators of 

the environment. Mensuration is an aspect of mathematics that it’s teaching and learning is 

activity-based (enquiry-based), especially when origami-based approach is integrated into its 

instruction and learning. Activity-based method gives learners opportunity to enquire about concepts, 

structures, algorithms and synthesis of mathematical formulae. According to Da Ponte (2007), 

enquiry-based (activity-based) learning improves the quality of mathematics learning by providing 

learners with multiple examples, receiving quick feedback, using multiple representations, and being 

involved in the modeling process. Conventionally, teachers teach students areas, surface areas and 

volumes of solid shapes by writing down formulae for the students to memorize them and apply them 

in problem-solving. Most of these memorized formulae are easily forgotten because teachers did not 

show students the structure of the formulae through activity-based learning that can help the student to 

remember the formulae. The need to use origami-based teaching approach is hereby exemplify to the 

students on how to arrive at the formulae inherent in mensuration theorems through paper folding and 

cutting activities thereby making it paramount for quick remembering and internalizing of the formulae 

as well as gaining interest on the subject. 

Measuration is an aspect of mathematics that has been variously reported as being difficult to learn by 

students and teach by the teachers, probably because proofs of theories are involved in the topic. For 

instance, Daguplo (2014) observed that the importance of proof was elusive to many students, making 

them less appreciative in proof-writing activities which increased their difficulties in constructing valid 

proofs. For many, proofs are just some esoteric, Jargon-filled technical writing that only a professional 

mathematician would care about (Copper, n.d.). It shows why students failed to appreciate writing 

proofs and continue to face various difficulties in writing proofs as a method of presenting 

mathematical truths (Daguplp, 2014). Poor performance in mathematics and problems-solving in 



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proving mensuration theorems in particular can be halted through the teaching of mensuration with 

origami-based approach which is activity-based and practically oriented. 

Origami is the ancient art of paper folding, and it can make an impact in today’s education. It is a 

mechanism of paper folding to transform a flat piece of paper unto mathematical models and sketching 

proofs of mathematical theorems (Unodiaku, 2018). According to Ainissa (2015), this art form engages 

students and neatly enhances their skills, including improved spatial perception, logical and sequential 

thinking. Origami has been shown to be helpful in mathematics particularly for determining geometric 

construction, algebraic and mensuration formulas as well as increasing visualization abilities (Edutopia, 

2016). This is to say that transformation of a flat piece of paper into other origami figure is a unique 

exercise in spatial reasoning and can strengthen an understanding of mensuration and geometric 

concepts, formulas, and labels, making them come alive (Edutopia, 2016). Such skills enable students 

to comprehend, characterize and construct their own vernacular for the world around them (Unodiaku, 

2018). These assertions suggests that origami can be modeled to be used in proving mathematical 

theorems and facts, especially in geometry and mensuration. Ideally, origami in some ways, is an 

untapped resource for supplementary construction, determining geometric, mensuration and algebraic 

formulas, and increasing manual dexterity along the way (Ainissa, 2015). This suggests the need to 

adopt and adapt origami-based instructional model approach that can improve spatial visualization and 

psychomotor skills of the students using hands-on learning which can help them learn concepts of 

mensuration proofs that may otherwise be rather abstract. 

Literature search concerning gender and academic performance in mathematics exist with varied views 

and findings. Studies earlier conducted on issue of gender variability in mathematics achievement 

reported that boys achieved higher mean gain scores in mathematics than their female counterpart 

(Anaduaka & Olaoye, 2018; Ehiwnrio, Aghamie & Azagbuekwue, 2018; Asante, 2010). However, 

some literature search reported that female students exposed to mathematics tests with males, 

performed better than males exposed to the same mathematics tests (Unodiaku, 2015; Hyden & 

Merzbm, 2009; Agwagah, 1993). The other research findings on gender variability on mathematics test 

results reported no significant difference in mathematics performance between male and female 

students (Alonye, 2018; Rigas & Valendies, 2001). These inconsistency reports concerning male and 

female students’ superiority in mathematics tests appear inconclusive. There is need to conduct this 

study to clarify this notion of inconsistency reports concerning male and female superiority in 

mathematics tests. It is against this background that the present study is conducted to determine the 

efficacy of origami-based instructional model approach for effective teaching of measuration to college 

students to bridge the disparity in performance between the duo. 

Literature concerning interest as inhibiting factor to mathematics achievement among students exists 

with varied views and findings. Interest is believed to be an important factor or variable in mathematics 

learning, because when one is interested in an activity, one is likely to be willingly or likely to partake 

in the activity. In that regard, the person in partaking in the activity will involve both his/her body and 



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mind wholly, and can hardly be distracted while undertaking the activity. According to Akpanya (2011), 

interest is an energizer of learning without which meaningful learning may not take place. Moreso, 

Chukwu (2001), noted that without interest and personal efforts in learning mathematics by the 

students, they can hardly achieve well in the subject. Interest in learning (mathematics) can be 

expressed in different ways by the learner, either positively or negatively. In other words, students’ 

interest to learn (mathematics) can be willingness to learn the subject or dislike to learn it. It becomes 

pertinent therefore, to use appropriate instrument such as questionnaire that can validity determine the 

level of the students’ interest to participate in learning of the subject, particularly when origami-based 

instructional model approach is infused into teaching the subject. Ebesine (2013) stated that the 

instructional approach adopts by teachers could make learners to develop negative or positive interest 

towards the learning tasks. Obviously, interest is a factor of mathematics achievement’ and as such 

made the study worthwhile to determine the level of students’ interest in using origami-based 

instructional model approach in proving some mensuration theorems. 

1.1 Statement of the Problem 

Several methods/strategies/approaches have been applied by teachers in teaching mathematics (Poly, 

1977) problem-solving strategy; Harbor-Peters (1990) target task for problem-solving; Unodiaku (2011) 

ethnomatematics teaching materials; Unodiaku (2013) game-based instructional model approach, 

among others to halt the situation of poor performance of students on the subject. The persistent poor 

performance of students on mathematics suggests that the methods/strategies/approaches teachers used 

in the mathematics instruction are ineffective, leading to incessant reports of students’ poor 

performance on the subject. The problem of the study is, how can the origami-based instructional 

model approach be used for effective teaching of mathematics among college students in Igbo-Etiti 

Local Government Area of Enugu State, Nigeria? This question posed is the thrust of the present study. 

1.2 Purpose of the Study 

The main purpose of the study is to determine how possible origami-based instructional model 

approach can be applied in teaching measuration theorem proofs among senior secondary school 

students. Specifically, the study sought to determine: 

1) How the performance of the experimental group differ from that of the control group before 

intervention (treatment). 

2) How the performance of the experimental group differ from that of the control group after 

treatment. 

3) If there is any difference in the main performance of the gender within the experimental group 

after treatment. 

4) Whether there is any difference in the mean interest ratings of the gender within the 

experimental group before treatment. 

5) How far the interest of the students’ change within the experimental group after the treatment 

(intervention). 



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1.3 Research Questions 

The study was guided by five research questions. These questions are posed as follows: 

1) How does the performance of the experimental group differ from that of the control group 

before treatment? 

2) How does the performance of the experimental group differ from that of the control group 

after treatment? 

3) Was there any difference in the mean performance of the gender within the experimental 

group after treatment? 

4) Was there any difference in the mean interest ratings of the gender within the experimental 

group before the treatment? 

5) How far does the interest of the student change within the experimental group after the 

treatment (intervention)? 

 

2. Hypotheses 

The study was guided by five hypotheses. The hypotheses were tested at P .05 level of significance. 

They are stated as follows: 

Ho1: There is no significant difference between the mean performance test scores of the experimental 

group and control group before treatment. 

Ho2: There is no significant difference between the mean performance test scores of the experimental 

group and control group after treatment. 

Ho3: There is no significant difference between the mean performance of male and female students in 

the experimental group before treatment. 

Ho4: There is no significance difference between the mean interest ratings of the male and female 

students in the experimental group before the treatment. 

Ho5: There is no significant difference in the mean interest ratings of the male and female students in 

the experimental group after the treatment. 

 

3. Research Method 

Quasi-experimental research design was adopted to carry out this study. Specifically, it is 

pretest-post-test non-equivalent control group intact class design. The study was carried out in 

Igbo-Etiti Local Government Area. The population of the study consisted of 2105 SSS III students in 

the 15 secondary schools in Igbo-Etiti LGA of Enugu State (PPSMB, Nsukka Zonal Office, Statistical 

Unit, 2020). 

Mutli-stage sampling technique was employed. First stage involving using simple random sampling 

technique to select 4 schools out of 15 schools in the area. The next stage involved using simple 

random sampling technique to select one intact class from each of the 4 sampled schools. In each of the 

4 sampled schools, simple random sampling technique (balloting without replacement) was adopted to 



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assign two classes each to experimental and control groups of 81 and 72 students respectively, bringing 

the total sample size of 153 students used for the study. The 153 students were composed of 44 males 

and 37 females in experimental group and 42 males and 30 females in control group. 

The research instrument used for data collection were Mathematics Achievement Test (MAT) and 

Mathematics Interest Inventory Questionnaire (MIIQ) developed by the researcher. The instruments 

were face validated by experts in Mathematics Education and Measurement and Evaluation areas. The 

MAT contains 15 essay questions while the MIIQ contains 9 response items. Thereafter, the 

instruments were trial tested using one intact class of SSS III students that did not form part of the main 

study. The reliabilities of the instruments were determined using test-retest method which yielded 

reliability coefficients of 0.8 and 0.87 for MAT and MIIQ respectively. The data collected with the 

instruments were analyzed using descriptive statistics of mean and standard deviations in answering the 

research questions posed while research hypotheses were tested using independent t-test statistic at P 

 .05 level of significance. 

3.1 Materials and Experimental Procedure 

Objectives of the study: Required to use origami-based instructional models approach (OBIMA) to 

verify mensuration theorems:- 

1) Curved surface area of cone = rl 

2) Total surface area of a cone = rl + r
2
 or  

Experiment: Using origami-based instructional model to verify the theorem that (i) the curved surface 

area of a cone = rl, and (ii) the total surface area of a cone = rl + r
2
 or r

2
 r  

Previous Knowledge Required: Circumference of a circle, features of a section of a circle, radii of a 

sector and arc length of a sector. 

3.2 Lesson Plan 

Lesson plan was used for teaching the experimental group. The lesson plan only was used for teaching 

the conventional group (control group) while both the lesson plan and the OBIMA were used for 

teaching experimental group. 

3.3 Experimental Procedure 

Paper cutting and folding approach was adopted in the experiment. Pre-existing differences in 

achievement between the two groups were accounted for through teaching and evaluation of the 

students. The Mathematics Achievement Test (MAT) was administered to both groups as a pre-test 

while MIIQ (Section A) was administered to the experimental group before treatment, while MIIQ 

(Section B) was administered to the experimental group after treatment. The results obtained were used 

as covariate measure. The teachers who taught both groups were trained by the researcher so as to 

control the teacher quality variable. The regular class teacher taught experimental group using 

origami-based instructional model approach (OBIMA) and lesson plan. Both experimental and control 

groups were taught the same units (verifying mensuration theorem proofs: (i) Curved surface area of 



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the cone = rl; (ii) Total surface area of a cone = rl + r
2
 or , based on National Curriculum 

on Mathematics for senior secondary schools (FME, 2015), for two weeks using two contacts of 2 ½ 

hrs each contact. The students in each group were allowed to be taught in their normal schools and 

classrooms so as to eliminate horn-thorn effect among the testees.  

Experimental procedure was carried out taking the following steps: 

Step 1: Gathering materials used: a table, a pair of compass, ruler, pencil, a pair of scissors, cardboard 

sheets and paper tape 

Step 2: Spread a cardboard sheet on a table and hold it firmly by the sides with paper tape (see Figure 1 

below). 

 

 

 

 

 

 

        

 

 

 

Figure 1. Cutting Out Sector AOB 

 

Step 3: With sharp pencil fix firmly on pair of compass, draw a large circle (see Figure 1), and mark 

say, O, at the centre of the circle. 

Step 4: Use ruler and pencil to draw two radii from the centre 0 to the circle, to produce a sector of a 

circle (Sector AOB) (see Figure 1). Let the radii meet the circle at point A and B (see Figure 1) 

Step 5: Use ruler and a pair of scissors to cut-out the sector AOB (see Figure 2).  

 

 

 

 

 

 

 

Figure 2. The Sector AOB Cut Out 

 

 

O 

A B 

Cardboard sheet 

Paper tape 

O 

A 
B 



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Step 6: Fold the sector by joining  to align with  or vice versa to form a cone (see Figure 3). 

Join firmly with paper tape. 

 

 

        

 

 

 

 

Figure 3. Come Formed with Sector AOB 

 

Step 7: In Figure 3, press two slant sides (l) and circular base to coincide to form a sector Top (see 

Figure 4), where P is now used to replace point AB of the cone. 

Step 8: Fold the sector Top formed again, such that  coincide with  making a creed along  

(see Figure 5). 

 

 

     

 

 

 

 

 

 

Figure 4. Folding Sector AOB from Vertx O to the Point Making Two Symmetrical Sectors 

 

 

 

 

 

 

 

 

Figure 5. Half of Sector ONPT (OPN) Is Produced 

 

 

O 

l 

AB 

 l 

O 

 

N 

PT

P 

N 

l 

T 

l 

P(AB) 

O 



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Step 9: Fold the sector TOP to form a creed along  to produce a half of the sector (see Figures 5 & 

6). 

Step 10: Use the scissors and cut sector ONTP along  to produce two sectors TON and PON (see 

Figure 7) 

 

 

 

 

 

 

 

 

Figure 6. Half of Sector ONPT 

 

Step 11: Open one of the sectors TON or PON, to see that it has formed four even numbers of equal 

smaller sectors (see Figure 6). 

Step 12: Use a pair of compass to cut out the four sectors, numbered 1-4 (see Figure 7). 

 

 

 

 

 

 

 

 

 

 

 

Figure 7. The Cut Out of the Four Sectors Numbered 1-4  

 

Step 13: Turn 2 and 4 upside down and join them firmly with paper tape to get approximately a 

parallelogram ABCD (see Figure 8) such that //  // . This shows that    of 

2       

 Area of a parallelogram =  (   +  ) =  ( rl) =  = the curved surface area of the cone = 

rl. QED. 

 

O 

N 

 P 

 

 

 
 

1 

2 

3 4 



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Figure 8. Approximately Parallelogram ABCD Is Formed from the 4 Sectors  

 

It can be deduced from the above proof that total surface area of cone = curved surface area + area of 

the circular base of the cone = rl + rl
2
 or r (l + r). QED 

Students Observed That: 

1) The curved surface area of a cone = rl 

2) The base of the parallelogram is approximately half of the circumference of the base of the cone, i.e., 

½ 2rl (see Figures 8 and 9 above). 

3) The height of the parallelogram is roughly the slant height (l) of the cone. 

4) Therefore, the curved surface area of the cone = area of the parallelogram = rl. 

5) Students observed that paper folding activities can turn a plane surface (sector of a circle) into a 

curved surface (of the cone) to be approximately rl. 

6) Total surface area of a cone = rl + r
2 
or r (l + r). 

 

4. Results 

The findings of the study were presented in accordance with the posed research questions and the null 

hypotheses. 

Research Question One: How does the performance of the experimental group differ from that of the 

control group before intervention (treatment)? 

Research question one was answered using Table 1 below: 

Research Question Two: How does the performance of the experimental group differ from that of the 

control group after treatment? 

Research question two was also answered using Table 1 below: 

 

 

 

 

 

 

1                            

4 

           2        

3   

B 

C 

l 

D 

l 

A 



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Table 1. Means and Standard Deviations (S.D) Test-scores of Subjects in Experimental and 

Control Groups 

Group N 

Pre-test scores 

(before treatment) 

Post-test scores 

(after treatment) 

Mean S.D Mean S.D 

Experimental (OBIMA) 81 5.71 0.51 3.86 0.49 

Control (Conventional) 72 5.68 0.53 2.90 1.05 

Mean Difference 153 0.03  0.96  

  

Result in Table 1 revealed that students exposed to the OBIMA in experimental group have a mean 

performance score of 5.71 with S.D. of 0.51 while those of the conventional method have a mean 

performance score of 5.68 with S.D. of 0.53 in pre-test (i.e., before treatment). In post-test, the 

experimental group have a mean performance score of 3.86 with S.D of 0.49 while those exposed to the 

conventional method have a mean performance score of 2.90 with S.D of 1.05. The mean difference 

between the experimental and control groups was 0.03 in the pre-test (before treatment was 

administered) while in the post-test (after treatment), the mean difference was 0.90 with S.D of 1.05. 

The mean difference between the experimental and control groups was 0.03 in the pre-test/before 

treatment was administered) while in the post-test (after treatment), the mean difference was 0.96. 

These mean differences in both before and after treatment were in favour of those exposed to 

experimental treatment. These differences in mean (0.03 in pre-test and 0.96 in post-test) were tested 

for statistically significant difference in the corresponding hypotheses 1 and 2 presented in Table 2 and 

3 below. 

Hypothesis One: There is no significant difference between the mean performance test scores of the 

experimental group and control group before treatment. 

 

Table 2. Results of Independent T-test on the Performance of Experimental and Control Groups 

before Treatment (pre-test) 

Group N Mean SD df tcal. tcrit. P  .05 Decision 

Experimental (OBIMA) 81 5.71 0.51 

151 0.36 1.96 0.000 NS* 

Control (Conventional) 72 5.68 0.53 

Note. *NS = not significant at P  .05. 

 

 

 

 



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Table 2 revealed the independent t-test statistic result of students in experimental and control groups 

who were pre-tested to partial out pre-existing cognitive differences amongst them. From the above 

Table 2, the result showed that the t-calculated value was 0.36 while the t-critical value was found to be 

1.96 (i.e., tcal. = 0.36 > tcrit. = 1.96). Hence, the null hypothesis which stated that there is no 

significant difference between the mean performance test-scores of the experimental group and control 

group before treatment was not rejected. This implies that the initial mean difference in performance 

between the two groups was not statistically significant at p  .05. That shows, the two groups were 

sharing equal strength in Mathematics performance before the experimental group was exposed to the 

treatment. 

Hypothesis two: There is no significant difference between the mean performance test scores of the 

experimental group after treatment. 

 

Table 3. Results of the Independent T-test on the Performance of Male and Female Students on 

the Experimental and Control Group after Treatment 

Gender N Mean S.D df tcal. tcrit. P  .05 Decision 

Male (Experimental group) 44 21.01 1.021 

79 0.164 2.01 0.96 NS* 

Female (Experimental group) 37 20.97 1.147 

Note. *NS = Not significant at P  .05. 

 

Table 3 shows that after treatment (post-test) among the male and female subjects in experimental 

group, the t-calculated value was 0.164 while at t-critical value was found to be 2.01 (i.e., tcal = 0.164 

< t-crit = 2.01). Hence, the null hypothesis which stated that there is no significant difference between 

the mean performance of male and female students in the experimental group after treatment was 

upheld. That means, the mean difference of 0.04 obtained between the two groups and tested, was not 

statistically significant at p 0.05. That means, male and female students in the experimental group 

shares equal mathematics experience after being exposed to the treatment. This means, OBIMA is 

effective and capable of placing male and female students on equal pedestal in mathematics 

performance. 

Research Question Four: Was there any difference in the mean interest ratings of the gender 

within the experimental group before the treatment? 

 

 

 

 

 



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Table 4. Response Scale by Experimental Subjects before Treatment 

MIQ SECTION A 

S/N ITEMS DESCRIPTION 
SA A D SD Total 

 
Rmk 

M F M F M F M F M F M F 

1 I do not have interest in 

maths because maths teacher 

do not use alternative 

approach such as games or 

simulations except the usual 

method of applying formula 10 14 19 16 6 6 9 1 118 117 2.68 3.16 Agreed 

2 Teacher do not reward me 

after solving maths problem 

correctly 12 15 20 17 8 3 10 2 134 119 3.05 3.22 Agreed 

3 I hat maths because I am 

required to prove maths 

theorem 13 12 17 18 9 4 5 3 126 113 2.86 3.05 Agreed 

4 Maths teacher teaches me 

maths with variety of 

methods or strategies 

thereby making it interesting 

to me 6 3 10 12 15 15 16 7 110 85 2.27 2.30 

Disagre

e 

5 I hate maths because there is 

no practical aspect to help 

me remember so many 

formulas involved in the 

mathematics 10 8 15 22 9 5 10 2 113 110 2.57 2.97 Agreed 

6 I dislike maths because my 

maths teacher is not teaching 

me maths in laboratory like 

physics, biology and 

chemistry teacher do 7 9 23 20 7 5 13 3 124 109 2.82 2.95 Agreed 

7 I do not participate often in 15 10 11 20 9 5 9 2 120 112 2.73 3.03 Agreed 



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maths classes because my 

maths teacher do not take me 

out for field trip as physics, 

chemistry and biology 

teachers do 

8 I do not have interest in 

maths because teachers do 

not make the subject an 

activity-based learning 

subject 12 13 14 18 8 2 10 4 116 114 2.64 3.08 Agr 

9 I do not have interest in 

maths because teachers do 

not give me assignments 

based on practical 

problem-solving 

 

11 13 16 17 7 2 11 5 114 112 2.59 3.03 Agreed. 

 Mean Diff. = 0.29; m = 2.69; Sm = 0.218l  f = 2.98; Sf = 0.268 

 

The results of Table 4 shows that the students in the experimental group, before they were exposed to 

the treatment, agreed that they do not have interest in mathematics, mostly because of teacher’s 

inability to approach the teaching of subject with practical activities thereby failure to make it 

activity-based learning. The table reveals that the respondents agreed that items 1, 2, 3, 5, 6, 7, 8 and 9 

are the reasons why they disliked and do not participate in mathematics classes. However, they 

disagreed that item 4 is the reason that can make them interesting in mathematics. All the items mean 

responses are equal to or greater than the criterion mean of 2.50, except item 4 which has low score 

mean values of 2.27 and 2.30 for males and females respectively. The mean responses of males 

 and mean responses of females  

and mean difference of 0.29 in favour of females in mathematics before those in experimental group 

were exposed to the treatment. 

Hypothesis Four: There is significant difference between the mean interest ratings of the males and 

female students in the experimental group before the treatment. 

 

 

 

 



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Table 5. Results of the Independent T-test on the Mean Interest Ratings of Male and Female 

Students in Experimental Group before Treatment 

Gender  N Mean S.D df tcal. tcrit, P  .05 Decision 

Male (Experimental) 44 2.69 1.021 

79 5.27 2.01 0.96 S* 

Female (Experimental) 37 2.98 1.147 

Note. *S = Significant at P  .05. 

 

Table 5 shows that before treatment (pre-test) among the male and female subjects in the experimental 

group, the t-calculated value was 5.27 while the t-critical value was found to be 2.01 (i.e., tcal. = 5.27 > 

tcrit. = 2.01). Hence, the null hypothesis which states that there is no significant difference between the 

mean interest rating of the male and female students in the experimental group before treatment is 

rejected. That means, there is significant difference in the mean interest ratings of males and females in 

experimental group before they were exposed to the treatment. The mean difference of 0.29 obtained 

between the two groups and tested for significance was found statistically significant at p  .05. That 

means, there is variation in the mean responses of the two groups (males and females) on how far they 

are interested in mathematics learning. 

Research Question Five: How far does this interest of the students vary within the experimental 

group after the treatment (intervention)? 

 

Table 6. Response Scale by Experimental Subjects after Treatment 

MIQ SECTION B 

S/N ITEMS DESCRIPTION 
SA A D SD Total 

 Rmk 
M F M F M F M F M F M F 

1 Teachers use of OBIMA 

arouses my interest in 

learning mensuration 18 15 20 14 2 0 4 8 140 110 

3.1

8 2.5 

Agree

d 

2 Teacher’s praise to me 

whenever I get any aspect of 

the proof correctly, motivates 

me to learn mensuration 

proof 15 10 21 19 3 6 5 2 134 117 

3.0

5 

2.6

6 

Agree

d 

3 The use of OBIMA is proving 

mensuration theorems, 

improved my ability in 

proving theorems, thereby 12 13 24 15 0 5 8 4 128 111 

2.9

1 

2.5

2 

Agree

d 



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arousing my interest to learn 

more 

4 The use of OBIMA has not 

changed my negative attitude 

to the study of maths 

especially mensuration 

proves 4 4 6 1 11 12 23 20 79 59 1.8 

1.3

4 

Disagr

ee 

5 I was motivated to lean maths 

whenever teacher rewards my 

good performance in 

mensuration proofs 13 10 16 18 10 7 5 2 125 110 

2.8

4 2.5 

Agree

d 

6 OBIMS make me to develop 

higher thinking in proving 

theorems through 

paper-cutting and folding 16 14 21 11 1 10 6 2 135 111 

3.0

7 

2.5

2 

Agree

d 

7 OBIMA has made it possible 

for me to understand the 

structure of mensuration 

formulae, and so can now 

internalize and recall them 

easily 14 18 13 9 12 8 5 2 114 117 

2.5

9 

2.6

6 

Agree

d 

8 Teaching me maths with 

OBIMA make me to 

participate activity with great 

interest in maths class 16 17 11 9 10 6 7 5 124 112 

2.8

2 

2.5

5 

Agree

d 

9 Teacher’s use of OBIMA to 

teach me mensuration has 

made me to be interested in 

maths because it is 

activity-based or practically 

oriented 15 14 10 12 10 7 9 4 119 110 2.7 2.5 

Agree

d. 

Mean diff = 0.35   = 2.77;  Sm = 0.4095;   = 2.42;  Sf = 0.4089 

 

 

 

 



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The result of Table 8 shows that the students in the experimental group after they were exposed to the 

experimental treatment, agreed the items in the serial number 1, 2, 3, 5, 6, 7, 8, and 9 are reasons why 

they developed positive attitude towards the study of mathematics. However, they disagreed on item 

number 4 as reason for their interest in mathematics after they were exposed to the treatment. All the 

items means responses are equal to or greater than the criterion mean of 2.50, except item 4 which has 

low means values of 1.8 and 1.34 for males and females respectively. The mean responses of males 

( ) and mean responses of females ( ) and mean 

difference of 0.35 in favour of males were obtained. That means males are more interested in maths 

than females after they were exposed to the treatment. This means difference (0.35) was further tested 

for statistically significant difference (P  .05). 

 

Table 9. Results of the Independent T-test on Mean Interest Ratings of Male and Female 

Students in Experimental Group after Treatment 

Gender N 
 

S.D df tcal. tcrit. P  .05 Decision 

Male 44 2.77 0.4095 

79 1.81 2.01 0.000 NS* 

Female 37 2.42 0.4089 

Note. *NS = not significant at P  .05. 

 

Table 9 shows that after treatment (post-test) the male and female subjects in experimental group had 

t-calculated value of 1.81 while t-crit value was found to be 2.01 (tcal. = 1.81 < tcrit. = 2.01). Hence, the 

null hypothesis which stated that there is no significant difference in the mean interest ratings of the 

male and female subjects in the experimental group after treatment was not rejected. That means the 

observed mean difference of 0.35 obtained between the males and females responses after experimental 

treatment was not statistically significant at p  .05 significant level. That means the subjects gained 

positive attitude (interest) in mathematics learning after being exposed to the new treatment (OBIMA). 

That means OBIMA is effective in bridging the gap in gender bias in mathematics learning and 

interest. 

 

 

 

 

 

 

 



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5. Discussion of Results 

Based on the findings of the study, it appears to suggest that the problem of poor performance in 

mathematics among secondary school students can be tackled through activities-based teaching 

approaches (FRN, 2013). Obviously, origami-based instructional model approach belongs to such 

approaches. For instance, this study has clearly demonstrated that the students taught using 

origami-based instructional model approach had higher mean gain score of 0.96 after treatment than 

their counterpart taught using conventional method. This finding is in agreement with earlier assertion 

of WAEC Chief Examiner (2012) that teachers should be encouraged to use instructional materials 

during lessons so as to re-enforce the learning of mathematical concepts. Moreso, the result indicated 

that the interest of the students exposed to the treatment changed from negative (before treatment) to 

positive (after treatment), thereby making the students perform better on the subject after being 

exposed to the treatment. This finding is in consonance with earlier report of Okafor (2011) that the use 

of appropriate teaching materials to teach mathematics concepts and principles, arouses students’ 

interest and increase the volume of learnt materials. The mean interest rating of male and female 

students in experimental group before being exposed to the treatment was significant but after being 

exposed to treatment there was no significant difference between the two groups (males and females) 

(P  .05). This clearly indicate that OBIMA is effective in bridging the gap of gender variability in 

mathematics achievement tests. However, the origami-based instruction model approach favour males 

students more than their female counterpart as the result yielded mean difference of 0.35 in favour of 

male students. The mean difference of 0.35 was further tested and found not satistically significant (P 

 .05). This finding is in consonance with earlier reports that girls reached parity with boys in 

mathematics achievement tests (Hydea & Mertzb, 2009; Aja & Imoke, 2015). However, this finding 

contradicts earlier reports (Olosunde & Olaleye, 2010; Unodiaku, 2013) that boys performed better 

than girls in mathematics tests. Moreso, it contributes earlier reports (Ozofor, 2001; Unodiaku, 2015), 

who all reported that females performed better than males in mathematics achievement tests. These in 

consistency reports suggest the need for further enquiry to clarify gender superiority in mathematics 

achievement tests. 

 

6. Conclusion 

Based on the findings of the study, it was concluded that origami-based instructional model approach is 

effective in teaching mensuration theorems proofs. The mean difference in achievement of male and 

female students was found to be in favour of males. However, the mean difference between both sexes 

was not statistically significant when origami-based model approach is used in teaching mathematics, 

especially in proving mensuration theorems. In other words, OBIMA is capable of giving both sexes 

equal strength in mathematics achievement and interest in studying the subject. The result of the study 

indicates that OBIMA is capable of bridging the existing gap in mathematics achievement between 

male and female students. 



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7. Recommendations 

1) Teachers of senior secondary schools students should adopt and adapt origami-based instructional 

model in teaching mensuration proofs. Through this practical activities in mathematics learning, 

psycho-motor of the students and their interst in learning mathematics will be encouraged. Hence, 

students’ performance on the subject will be enhanced. 

2) Examination bodies such as NECO and WAEC should include questions on mensuration proofs 

based on the use of origami-based instructional model approach which is practically and activity based. 

3) Conferences, seminars and workshops should be organized by ministry of education and other 

stakeholders in education, for teachers on origami-based instruction and how to apply it in teaching 

mathematics, especially mensuration proofs. 

4) Stakeholders in secondary school mathematics curriculum planning and development and authors of 

secondary school mathematics textbooks should incorporate origami-based instructional model 

approach as inclusive approach to be adopted in teaching mathematics especially mensuration proofs, 

among secondary school students. 

 

Acknowledgement 

The researcher, hereby most gratefully acknowledged the principals of Premier Secondary School, 

Ukehe; Community Secondary School, Ohebe-Dim; Community Secondary School, Ekwegbe; and 

Community Secondary School, Ohodo, for their permissions to use their sample schools for the study. 

 

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