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Inventi Rapid - Algorithm

Articles

  • Inventi:eal/45/12
    HOW INDUCTIVE INQUIRY MODEL COMPARES WITH CONVENTIONAL TEACHING MODEL ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT ON CIRCLE GEOMETRY AND TRIGONOMETRY
    Silas A Ihedioha*

    This study explores the effectiveness of Inductive Inquiry model considering Conventional Teaching Method on students’ academic achievement on Circle Geometry and Trigonometry. The main objectives of the study are to expose the experimental group to the Inductive Inquiry model and compare the effectiveness of this mode of teaching in teaching circle geometry and trigonometry. The pre-test-post-test control group experimental design is used in this work. It is hypothesized that there would be significant difference between mean achievement scores of the experimental group and the control group on the post-test. The population of the study consisted of all the students of senior secondary two (SS2) class studying in Govt. Sec. School, Bwari, Federal Capital Territory (FCT) Abuja, Nigeria from which a sample of 60 students is drawn using random sampling technique. They were divided into two groups, formed through matching, on the basis of their pre-test scores; each group consisting of 30 students. One of the groups is randomly chosen as the control group and the other experimental group. The independent variable in the study is model of teaching and the dependent variable is academic achievement of students. The dependent variable is measured through 50-item achievement test items generated using the West African Examination Council’s (WAEC) past questions. These questions are used as both pre-test and post-test items. The experimental group is exposed to the treatment of Inductive Inquiry model while the control group is provided with conventional teaching. It is found that experimental group performed better than the control group taught using the conventional method. This result may be investigated for further confirmation. It is recommended that Inductive Inquiry model be used by teachers of mathematics while teaching the subject to senior secondary classes. A blend of models may be used because there is no single model that is exclusively best for teaching all the topics at all levels to all students, considering individual differences among students.

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