Assessment of Conceptual and Procedural Knowledge of Number Sense among Primary Five Pupils in Minna, Niger State, Nigeria

This study assessed the conceptual and procedural knowledge of number sense among Primary 5 pupils in Minna, Niger State, Nigeria. A descriptive survey research design was adopted. The sample comprised 83 Primary 5 pupils selected from four primary schools in Minna. Data were collected using a researcher-developed Conceptual and Procedural Knowledge Test comprising five conceptual-knowledge items and ten procedural-knowledge items. The instrument was subjected to face and content validation by experts in mathematics education and experienced primary school teachers. Data were analysed using means, standard deviations, and independent-samples t tests at the 0.05 significance level. The results showed that pupils demonstrated moderate levels of conceptual knowledge (M = 49.48, SD = 17.75) and procedural knowledge (M = 46.55, SD = 18.03). Significant differences were found between pupils in public and private schools in conceptual knowledge, t(81) = −3.419, p = .001, with a large effect size (Cohen's d = −0.863), and in procedural knowledge, Welch's t (45.69) = −3.227, p = .002, with a medium-to-large effect size (Cohen's d = −0.709). However, no statistically significant gender differences were found in conceptual knowledge, t(81) = 0.095, p = .925, or procedural knowledge, t(81) = 0.046, p = .963. The findings suggest that school type was associated with substantially greater variation in pupils' conceptual and procedural knowledge than gender. The study recommends strengthening mathematics instruction and pedagogical support, particularly in public primary schools.