Effects of Inductive and Deductive Teaching Strategies on Oyo State Schools of Science Students’ Academic Achievement in Further Mathematics based on Gender

Abstract

An aspect of research with an inconclusive outcomes overtime is on students’ gender. Hence, this
study on the Effects of Inductive and Deductive Teaching Strategies on Oyo State Schools of
Science Students’ Academic Achievement in Further Mathematics based on Gender. Guided by
two hypotheses, tested at 0.05 level of significance, quasi-experimental design was employed
involving 108 SSII students from three Schools of Science in Oyo State. Students were grouped
into Inductive, Deductive and Conventional groups with 42 students; 44 students; and 22 students
respectively. Differential and Integral Calculus Achievement Test (DICAT)(KR-20=0.84) was
used for data collection and analyzed using Analysis of Covariance (ANCOVA). Results showed
that the Inductive Teaching Strategy (Male = 24.99, Female = 24.01, Mean Difference = 0.98,
Relative Percentage Gender Gap = 3.92%) minimized gender disparities compared to the
Deductive Strategy (Male = 20.58, Female = 19.68, Mean Difference = 0.90, Relative Percentage
Gender Gap = 4.37%). The Conventional Method (Male = 27.30, Female = 23.85, Mean
Difference = 3.45, Relative Percentage Gender Gap = 12.64%) exhibited the widest gender gap.
The main effect of gender was not statistically significant (F(1,105) = 2.149, p > 0.05), though
interaction effects between teaching strategies and gender were observed (F(3,101) = 1.525, p >
0.05). The study concluded that, Inductive Teaching Strategy enhances academic achievement and
reduces gender disparities in Further Mathematics. It recommended adopting Inductive Teaching
Strategies and improving teacher training programme to enhance instructional effectiveness.