Evaluating the No Zero Grading Technique (NZGT) as a Veritable Tool for Enhancing Students’ Interest and Achievement in Mathematics in an Ubuntulised Classroom
Terungwa James Age 
& Masilo France Machaba
Issue: Vol.6 No.4 Issue SASE Special Issue Article 4 pp.36-53
DOI: https://doi.org/10.38159/ehass.2025644 | Published online 11th April, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The persistent challenge of student interest and achievement in mathematics has led educators to explore innovative teaching and assessment approaches. This experimental study investigated the impact of integrating the No Zero Grading Technique (NZGT) within an Ubuntu classroom environment on students’ interest and achievement in mathematics. The study employed a quasi-experimental, control group pretest-posttest design involving 165 Upper Basic II students from two public secondary schools in Benue State, Nigeria. The Mathematics Interest Questionnaire (MIQ) and Mathematics Achievement Test (MAT) were used to collect data. The experimental group received the NZGT intervention within an Ubuntu classroom setting for 12 weeks, while the control group maintained traditional grading practices in a similar Ubuntu environment. Analysis of Covariance (ANCOVA) revealed significant differences in both interest levels (F = 14.953, p < .05, partial η² = .085) and achievement scores (F = 16.162, p < .05, partial η² = .091) favoring the experimental group. These findings suggest that the integration of NZGT within an Ubuntu classroom can significantly enhance both student interest and achievement in mathematics. The study contributes to the growing body of literature on alternative assessment practices and culturally responsive pedagogies in mathematics education, offering promising strategies for improving mathematics instruction and addressing longstanding challenges in the field.
Keywords: No Zero Grading, Interest, Achievement, Ubuntu, Mathematics
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Dr. Terungwa James Age is currently a postdoctoral Fellow with the University of South Africa, Pretoria in the Department of Mathematics Education. He holds B. Sc. (Ed) Mathematics/ Computer Science Education, M. Ed. Mathematics Education and PhD in Mathematics Education all from the University of Agriculture, Makurdi – Nigeria in 2010, 2017 and 2021 respectively. Dr. Age is also a Lecturer in the department of Computer Science Education, Joseph Sarwuan Tarka University, Makurdi -Nigeria, where he has served as the Departmental Examination officer, Departmental Students’ adviser and College students’ adviser all between 2019 to 2023. His research works addresses digital inequalities, digital literacy, digital inclusion, and innovations in STEM education with strong focus on underserved educational environments and digital pedagogies and ethnomathematics. He has served as a reviewer to many local and international journal, he is an editorial board member to the following journals; American Journal of Education, and information TechnologyMember, Al-Jabar Jurnal Pendidikan MatematikaMember, VillageMath Educational Review. Dr. Age is also a Guest Editor, Eurasia Journal of Mathematics, Science and Technology Education, Special issue: STEM Education – Innovations, Challenges, and Future Directions.
Prof. Masilo France Machaba is a Full Professor at the University of South Africa and the Acting Chair of Department, Mathematics Education in the same institution. He holds a Doctoral degree in Mathematics Education from Tshwane University of Technology (TUT) (2014), a Master’s degree in Education from Tshwane University of Technology (2003), a B. Tech (Educational Management, 1999) and B. Tech in Natural Science (Mathematics & Physics, 2000) also from TUT, and a BSc (Hons) (Mathematics Education) from Wits University (2005). Prof Machaba is a reviewer of articles in journals, including the Pythagoras Journal, the African Journal of Research in Mathematics, Science and Technology Education, the European Journal of Social Sciences, the Mathematics and Science International Journal and The International Journal of Science, Mathematics and Technology Learning and African Education review journal. He is one of the guest editors of the Journal of Education studies of a special issue entitled, “Mathematics Education and Quest for mathematics educating in the 4IR and Covid-19”. He is also a Guest Editor in a special issue in Eurasia Journal of mathematic, Science andTechnology Education. Furthermore, he is a co-editor of the IGI Global book, titled Global Perspectives on Equity, Diversity, and Inclusion in Mathematics Classrooms. He is a registered member of the Southern African Association for Research in Mathematics, the Association for Mathematics Education of South Africa (AMESA), and the Institute for Science and Technology Education (ISTE). He has received awards in mathematics education including the best Honours research award in mathematics education from Wits University. Prof. Machaba is a NRF C2 rated professor whose research interest includes: The integration of mathematics and everyday context, Relationship between Mathematics and Mathematical Literacy and Misconceptions in Mathematics.
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