Effect of Inductive and Deductive Teaching Strategies on Senior Secondary School Students’ Academic Achievement in Further Mathematics in Oyo State
Keywords:
Inductive Teaching Strategy, Deductive Teaching Strategy, Further Mathematics, Academic Achievement.Abstract
This study investigates the Effect of Inductive and Deductive Teaching Strategies on
Senior Secondary School Students’ Academic Achievement in Further Mathematics
in Oyo State.Three hypotheses were formulated and tested at 0.05 level of
significance. A pretest–posttest quasi–experimental design was applied. Multi-
stage sampling procedure was adopted to purposively select threeSchools of Science
for the study from the three senatorial districts in Oyo state. A sample size of 108
participants comprises 50 male students and 58 female students were involved in
the study. Differential and Integral Calculus Achievement Test (DICAT)(KR-
20=0.84) was used as instrument for data collection. Analysis of Covariance
(ANCOVA) was used for data analysis. There was a significant main effect of
Deductive Teaching Strategy on Senior Secondary School Students’ Academic
Achievement in Further Mathematics [F(1, 63)=11.321, P<0.05]. There was a
significant interaction effect of Inductive and Deductive Teaching Strategies on
Senior Secondary School Students' Academic Achievement in Further Mathematics
[F(2,104)=10.128, P<0.05]. From the results, it is concluded that the most effective
and preferred teaching strategy is the Deductive Teaching Strategy. Base on the
findings, it is suggested that application of Deductive Teaching Strategy or
Combined Inductive and Deductive Teaching Strategies should be considered to
improve students’ academic achievement in Further Mathematics.
