Employing Inquiry-Based Method of Teaching in Mathematics for Socio-Political Reconstructing of Nigeria
Abstract
This study investigated the effects of inquiry teaching strategy on academic performance of senior secondary school mathematics students in Ondo West Local Government area, Ondo State. The study adopted pre-test, post-test, quasi-experimental control. A simple random sampling technique was used to select one hundred (100) senior secondary schools students in two schools. Two hypotheses were tested at 0.05 level of significance. The instrument used in gathering data for the study was mathematic Achievement Test (MAT). Data collected was analyzed using sample t-test. The results of study showed that inquiry-based method enhanced students academic performance in mathematics. The result also indicated that Male. Mathematics students, taught with inquiry based method performed better than their female counterparts taught with traditional method. The findings of the study also revealed that there was no significant difference in the academic performance of male and female students exposed to inquiry-based method. It is therefore recommended that mathematics teachers should be encouraged to teach the students using inquiry based method.
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References
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