This study investigated the effectiveness of mathematical modeling-based teaching activities on Basic Eight students’ achievement in Mathematics. In the specific objectives, it sought the effectiveness of mathematical modeling-based teaching activities on students and their gender. The study was conducted in Yenagoa Local Government Area of Bayelsa State in Nigeria. It adopted a quasi-experimental non-randomized pre-test post-test control group design with a population of 3,693 students in the 35 basic schools. A sample of 182 out of this population was used. To arrive at this, intact classes were used. Instrument for data collection was, Mathematics Achievement Test (MAT) which was validated by experts. MAT was trial-tested using Kuder-Richardson K-R20 and had a reliability coefficient of 0.84. Three research questions guided the study and three research hypotheses were formulated for the study. Descriptive statistic of Mean, Standard Deviation and Scattergram was used to answer the research questions asked, while inferential statistic of Analysis of Covariance was used to test all the research hypotheses formulated at α=0.05 level of significance. It was found that Basic Eight Students’ achievement in Mathematics improved when taught using mathematical modeling-based teaching activities. In addition, the use of mathematical modeling-based teaching activities enhanced students’ achievement in Mathematics irrespective of their gender. Suggestions based on the findings were equally made that the serving teachers should use mathematical modeling-based teaching activities to improve students’ achievement in Mathematics among others.

VillageMath Educational Review (VER) is an International/Multidisciplinary Journal of the Network for Grassroots Science and Mathematics Education (The VillageMath Network). A publication of VillageMath Educational Services (CAC RC: 4097888)