Abstract
The study investigated the effects of mathematical game and instructional analogy on students’ achievement in junior secondary school mathematics. A total of 246 Junior Secondary Two (JS2) Mathematics students were involved in the study. A 3×2 factorial design was adopted in the research. From the findings, it was observed that: a. both game and analogy enhance achievement in mathematics, b. analogy was found to be more effective in facilitating students’ achievement in mathematics than game, c. a non significant difference existed between the achievement of male and female mathematics students taught with either game or analogy, and d. there was no significant interaction between the use/non-use of advance organizers and gender on mathematics students’ achievement. It was recommended that teachers should be encouraged to adopt instructional analogy more than game in teaching number and numeration and algebraic processes in mathematics