Effect of Inductive and Deductive Teaching Strategies on Senior Secondary School Students’ Academic Achievement in Further Mathematics in Oyo State

This study investigates the Effect of Inductive and Deductive Teaching Strategies onSenior Secondary School Students’ Academic Achievement in Further Mathematicsin Oyo State.Three hypotheses were formulated and tested at 0.05 level ofsignificance. A pretest–posttest quasi–experimental design was applied. Multi-stage sampling procedure was adopted to purposively select threeSchools of Sciencefor the study from the three senatorial districts in Oyo state. A sample size of 108participants comprises 50 male students and 58 female students were involved inthe 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 ofDeductive Teaching Strategy on Senior Secondary School Students’ AcademicAchievement in Further Mathematics [F(1, 63)=11.321, P<0.05]. There was asignificant interaction effect of Inductive and Deductive Teaching Strategies onSenior 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 effectiveand preferred teaching strategy is the Deductive Teaching Strategy. Base on thefindings, it is suggested that application of Deductive Teaching Strategy orCombined Inductive and Deductive Teaching Strategies should be considered toimprove students’ academic achievement in Further Mathematics.