Effects of Guided Inquiry Strategy on the Mathematics Achievement of Senior Secondary School Students

Abstract

In this study, the effect of a guided inquiry strategy (GIS) on senior high school students' mathematical academic achievement was examined in Ogun State Ijebu Ode Local Government Area. Students from all the public senior secondary schools in Ogun State's Ijebu Ode Local Government Area who were studying mathematics participated in this research, which had as its main objective to ascertain the impact of GIS on senior high school students' achievement in mathematics. One hundred (100) SSII Mathematics students made up the sample. The experimental and control groups were divided into two schools using the purposeful sampling technique. Based on their educational achievements, students were surveyed using the mathematics achievement test (MAT). Analysis of Covariance was used to analyze the data. This study showed that the effectiveness of GIS as a teaching strategy had a big impact on how well students did in mathematics. This research demonstrated that, when mathematics was taught using GIS, gender did not significantly affect students' overall academic achievement. The study's findings indicate that the approach significantly affects students' math achievement. According to research, mathematics teachers should always use a guided inquiry method while instructing their students. Mathematics workshops, exhibits, seminars, and conferences for teachers of mathematics should be frequently organized and sponsored by the educational ministries/departments. Teachers of science and mathematics should have a broad orientation on how to use the guided inquiry teaching technique.