Folasade Oluwayemisi IYANDA2024-10-112024-10-112023-12Kate TurabiaM.Schttps://repository.lcu.edu.ng/handle/123456789/796This study investigates the effect of inductive and deductive teaching strategies on students' academic achievement in Basic General Mathematics within Oyo State Colleges of Education. The research focuses on evaluating learning outcomes, knowledge retention, and overall student performance when exposed to these teaching approaches. This study was grounded on constructivism and behaviorism theories of learning. The study employs a quasi-experimental research design. The study's population consists of 3,663 year two students enrolled in the three government colleges of education in Oyo State. A purposive sampling technique is utilized to select intact classes of non-science second-year students. The research employs lesson plans and the Basic Mathematics Achievement Test (BMAT) as instruments for data collection. Reliability of the BMAT was (0.89). Statistical analysis was carried out using Analysis of Covariance (ANCOVA) at a significance level of 0.05.The findings revealed that the effect of treatment on students' academic achievement was significant (F(2;231) = 89.93, p< 0.05). There was significant effect of class size on students’ academic achievement (F(1;232) = 52.48; p < 0.05). Notably, the deductive teaching strategy was found to be more effective in enhancing students' academic achievement in algebraic concepts. This study recommends that educators incorporate both deductive and conventional teaching strategies when instructing Basic General Mathematics, particularly in Colleges of Education. Keywords: Inductive teaching Strategy, Deductive Teaching Strategy, Students’ Academic achievement, Basic General Mathematics Word Count: 211enThesis