This study investigated the effect of Re-branding Mathematics Approach (RMA) on students’ interest in probability. Two research questions and three null hypotheses guided the study. A quasi – experimental design, specifically the pre-test post-test non equivalent control group design was used for the study. The sample consisted of 96males and 93female totalling 189 senior secondary class two (SSII) students located in four schools in Onitsha Metropolis of Anambra State, Nigeria. Four intact classes were randomly drawn one each from each of the four schools. The instrument for the study Probability Interest Inventory Scale (PIIS) was developed by the researchers to measure students’ interest in probability. The experimental group was taught probability using Re-branding Mathematics Approach (RMA) while the control group was taught the same topics using Conventional Approach. The study lasted for four weeks. Mean and standard deviation were used to answer the research questions while the null hypotheses were analysed using analysis of covariance (ANCOVA). The study revealed that Re-branding Mathematics Approach was more statistically significant (F1,188=34.630, p<.05) in enhancing students’ interest than the Conventional Approach. The result also indicated that Re-branding Mathematics Approach was very effective in teaching male and female student probability (F1,188=15.117, p=.000). It was recommended among others, that Re-branding Mathematics Approach be made use of in Nigerian school system for the teaching and learning of mathematics in order to make students interested in mathematics.

Key words: Re-branding, re-branding mathematics approach, conventional approach, effectiveness, students’ interest, interest in mathematics.

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