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

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dc.contributor.authorTunde Rasheed RAHEEM
dc.date.accessioned2025-06-23T12:44:51Z
dc.date.available2025-06-23T12:44:51Z
dc.date.issued2024-12
dc.description.abstractThe fluctuating performance in May/June West African Examination Council (WAEC) SSCE results percentages revealed in the trend analysis studies has resulted in a decade of reports that the achievement of Oyo state students in having a credit pass or above in Further Mathematics has not been consistent. This study investigates the Effect of Inductive and Deductive Teaching Strategies on Senior Secondary School Students’ Academic Achievement in Further Mathematics in Oyo State. Seven (7) hypotheses were formulated and tested at 0.05 level of significance. A pretest–posttest quasi–experimental design was applied. Multi-stage sampling procedure was adopted to purposively select three (3) schools of science for the study from the three (3) senatorial districts in Oyo state. A sample size of one hundred and eight (108) participants comprises fifty (50) male students and fifty-eight (58) female students were involved in the study. Senior Secondary Schools two (SSS II) intact classes were used in each of the three (3) selected schools. 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 of Deductive Teaching Strategy on Senior Secondary School Students’ Academic Achievement in Further Mathematics [F(1, 63) = 11.321, P < 0.05]. There was a significant interaction effect of inductive and deductive teaching strategies on senior 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 effective and preferred teaching strategy is the Deductive Teaching Strategy (DTS). Base on the findings, it is suggested that application of Deductive teaching strategy or combined Inductive and Deductive teaching strategies should be considered to improve students’ academic achievement in Further Mathematics. Keywords: Inductive Teaching Strategy, Deductive Teaching Strategy, Conventional Teaching Strategy, Gender, Academic Achievement. Word Count: 291
dc.identifier.citationKate Turabia
dc.identifier.otherM.ED
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/991
dc.language.isoen
dc.publisherLead City University, Ibadan
dc.relation.ispartofseriesM.ED
dc.subjectInductive Teaching Strategy
dc.subjectDeductive Teaching Strategy
dc.subjectConventional Teaching Strategy
dc.subjectGender
dc.subjectAcademic Achievement.
dc.titleEffect of Inductive and Deductive Teaching Strategies on Senior Secondary School Students’ Academic Achievement in Further Mathematics in Oyo State
dc.typeThesis

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