Abstract

THE EFFECT OF GUIDED INQUIRY-BASED STRATEGY ON STUDENTS? ACADEMIC ACHIEVEMENT IN MATHEMATICS.

Odupe, T. A And Opeisa, O. Z.

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Abstract The study investigated the Guided Inquiry-Based Strategy on Students? Academic Achievement in Mathematics. Two hypotheses were formulated and tested at 0.05 alpha level. The study adopted pretest, post-test (control group), quasi-experimental design. The sample consisted of one hundred and eighty (180) Senior Secondary School one (S.S.S.I) students drawn from six randomly selected senior secondary schools in Epe Local Government Area of Lagos State. Intact classes were used. Mathematics Achievement Test (MAT) and lesson note on the concept of Geometry were used as instruments to generate data for six weeks of treatment. T-test statistics was used to analyze the data collected. The results obtained indicated that students instructed with Guided Inquiry-Based Strategy performed better than those taught using conventional strategy. There is no significance difference in the performance between male and female students in experimental group. Based on these findings, it was recommended that Guided Inquiry-Based Strategy should be used to specifically teach Geometry in Nigerian Senior Secondary Schools. Keywords: Mathematics, Inquiry, Guided Inquiry-Based Strategy, Geometry.

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