Impact of Inductive Approach on Academic Performance in Algebra among Senior Secondary School Students in Gusau Metropolis, Zamfara State, Nigeria
*1Zainab Iliyasu, 2Bello Shehu Aliyu & 3Jamilu Aliyu Abubakar
*1Department of Science and Environmental Education, University of Abuja, Nigeria. Email: zainab.iliyasu@uniabuja.edu.ng
2Department of Science Education, Sokoto State University, Sokoto State, Nigeria Email: bello.shehualiyu@ssu.edu.ng
3Department of Mathematics/Statistics, Nuhu Bamalli Polytechnic, Zaria, Kaduna State, Nigeria Email: jamilualiyu16@gmail.com
Abstract
This study assesses the impact of inductive approach on students' academic performance in Gusau Metropolis, Zamfara State, Nigeria. The study was guided by two research questions, each with its corresponding null hypothesis. The study employed a quasi-experimental design entailing pre-test and post-test. The population of the study comprised all senior secondary school students (SSII) in Gusau Metropolis. There are four thousand eight hundred and sixty-six (4866) students in the population, where three thousand three hundred and eighty-nine (3389) were male and one thousand four hundred and seventy-seven (1477) were female. Two schools were selected using simple random sampling techniques through a ballot method out of twenty-six (26) schools in Gusau metropolis. The schools were randomly assigned to experimental and control groups. Algebra Performance Test (APT) was the instrument used for data collection. The instrument was validated by five experts, including three experienced secondary school Mathematics teachers. The pilot test was conducted in a school that is out of the sample but part of the population. The result of the pilot test was used to obtain a reliability index of 0.83. The experimental group was taught Algebra using inductive approach while the control group was taught using conventional method. The APT was administered to both groups before and after the treatment. The stated research questions were answered using descriptive statistics, while the null hypotheses were analyzed using independent sample t-test at 0.05 level of statistical significance. The findings indicate that when students were taught Algebra using inductive approach, they performed better than when they were exposed to conventional method. Also, male students performed better than their female counterparts when taught Algebra using inductive approach. In light of these findings, the researcher recommends that teachers be taught how to utilize the inductive approach through a series of seminars and workshops.
Keywords
Algebra, Academic Performance, Inductive Approach
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