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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study investigated the effectiveness of inquiry teaching method on senior secondary one students' achievement in algebra. One intact class each from four schools was selected out of 32 secondary schools in Onitsha Education Zone of Anambra State. These schools were stratified according to gender. One male and one female school were selected by balloting for each group. The sample for the study comprised of 123 senior secondary one students. The design used was quasi-experimental. The instrument used for data collection was Algebraic Mathematics Achievement Test (AMAT). The instrument was administered as pre-test and post-test before and after the experiment which lasted for 7 weeks to both experimental and control groups. The internal consistency of the instrument was computed to be 0.83 using K-R21. Two research questions and two hypotheses were set out for the study. Mean and standard deviations were used to answer the research questions while analysis of variance (ANOVA) was used to test the null hypotheses. Result of the study showed that students in the experimental group taught algebra using inquiry method performed significantly higher than students in the control group taught the same content using expository method. Also, male students in the experimental group were found to benefit more from inquiry method than their female counterparts. The significance of conducting this study is that it has provided mathematics teachers with an innovative and an alternative teaching method of presenting algebra for easier understanding by the students-a method which is science and problem solving based. The study recommended that mathematics teachers should adopt inquiry teaching method in teaching mathematics in senior secondary schools. |
| Keywords: inquiry, inquiry method of teaching, exploratory method, Algebraic achievement test, teaching methods, experimental group and control group |
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