Effects of Guided Inquiry Strategy on the Mathematics Achievement of Senior Secondary School Students Asanre, A (original) (raw)
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Effectiveness of Inquiry-Based Method for Teaching Mathematics at the Secondary Level
Global Social Sciences Review, 2019
Mathematics is considered as an important subject which is taught up to the secondary level as a compulsory subject. Students’ achievements are influenced by the attitude they have for Mathematics subject and the attitude towards Mathematics is affected by teachers and the teaching methods adopted by the teachers. The aim of the study was to find out the effectiveness of the inquiry-based method for Mathematics instruction at the secondary level. The research sample was 30 students studying at secondary level in district Attock. Pretest posttest control group design was used for this research study. Experimental and control group were formed equally on the basis of pretest achievements. Both groups were taught for two weeks. The experimental group was treated with an inquiry-based method using the 5-E model while the control group was treated by the traditional method. After treatment posttest was held and results were compared. Results revealed that the inquiry-based method was bet...
Aims: To examine the effects of the Guided Inquiry Method [GIM] on students’ performance in Social Studies in Anambra State relative to gender. Study Design: The study used quasi experimental design. Place and Duration of Study: Junior secondary schools in Anambra State of Nigeria, between September 2012 and November 2012. Methodology: Sample comprised 163 students [81 males, 82 females] in four randomly drawn secondary schools. A 30-item Social Studies Achievement Test and Classroom Observation Rubric were used to collect pre-test and post-test data. Arithmetic mean, standard deviation, mean gain scores and qualitative analysis were used to answer research questions while t-test and the analysis of co-variance were used to test hypotheses. Results: The achievement scores of students taught with Guided Inquiry method [N=82] in the pretest [ X 40.56] increased in the posttest [ X 56.90] indicating a mean gain of [ X 16.34]. Students in the control group taught with Traditional Lecture Method [N= 81] obtained a mean gain [ X 4.37] between pretest [ X 40.28] and posttest [ X 44.65] in Social Studies. This indicates that students taught with Guided Inquiry Method performed significantly better and participated more in Social Studies lessons than those taught with the Traditional Lecture Method. There was no significant difference [P 0.05] between the mean scores of male and female students taught Social Studies with the Guided Inquiry method. Conclusion: Guided Inquiry Method significantly improved students’ achievement and participation in Social Studies lessons more than the Traditional Lecture Method.
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The objective of this research is to analysing the different on upgrade the student’s math representation that obtained the guided inquiry learning and conventional learning. This research conducted by applying experiment method with nonequivalent control group design at one school. Which becoming research subject are students of Dharma Karya UT Middle School at 8th Grade. 8-2 class selected as control class (19 students) and 8-3 class selected as experiment class (20 students). Before and after learning process, two classes given the test of math representation with reliability is 0.70 (high category). The magnitude of the increasing in students’ math representation student group of guided inquiry learning group is 0.41 included as medium category. Meanwhile, the increasing students’ math representation student group of conventional learning is 0.26 included as low category. In conclusion, the hypothesis of the ability of the mathematical representation of students who learning wit...
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