In this study, the effectiveness of effectiveness of Advance Organizer and Inductive Inquiry models on students’ academic achievement are explored. The main objectives of the study are to expose each of the two experimental groups to the Advance Organizer and inductive inquiry models, respectively and to compare the effectiveness of these models in the teaching of Algebra. The pre-test- post-test control group experimental design is chosen for the experiment. It is hypothesized that there would be significant difference between mean achievement scores of the two experimental groups and a control group on the post-test. The population of the study consisted of all the students of senior secondary class studying in Isuikwuato High School Isuikwuato, Abia State, Nigeria. The sample of the study consisted of 90 students of senior secondary class studying in the school. They were divided into three groups; each group consisting of 30 students. These groups are formed by matching on the basis of their pre-test scores. One of these groups is randomly chosen as control group and others as experimental groups. The independent variable in the study is model of teaching and the dependent variable is the academic achievement of students. The dependent variable is measured through a 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. The experimental groups are exposed to the treatment of Advance Organizer and Inductive Inquiry teaching models while the control group was provided with conventional teaching. The material used for teaching the experimental groups consisted of the lesson plans prepared in the light of each teaching model according to Hunter’s seven planning steps. The obtained data is analyzed by using the statistical techniques such as mean, standard deviation, coefficient of variation, Scheffe test and simple analysis of variance in order to find out whether the difference in the mean achievement scores of the comparison groups was statistically significant. The level of significance used is 0.05. The main results of the study confirmed the research hypotheses. It is, therefore, concluded that students taught using Inductive Inquiry model performed better than those taught using Advance Organizer and Conventional teaching models in the post-test. The study results are in line with some previous studies but do not conform with some as well. This result can be subjected to further verification and confirmation. It is recommended that Inductive Inquiry model be used tentatively by teachers of mathematics while teaching in the senior secondary classes. Therefore, in future studies a blend of models may be used because there is no single model that is exclusively best for teaching all topics at all levels to all students.
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