EFFECT OF INQUIRY-BASED TEACHING STRATEGY ON JUNIOR SECONDARY SCHOOL STUDENTS` PERFORMANCE IN MATHEMATICS IN ODOGBOLU LOCAL GOVERNMENT AREA OF OGUN STATE

Abstract

The study investigated the effect of inquiry-based teaching strategy on junior secondary school students` performance in mathematics in Odogbolu Local Government Area of Ogun State. The study employed a pre-test, post-test, and non-random control group quasi-experimental research design. 100 (52 male and 48 female) junior secondary school students were the sample for the study, and three hypotheses were posted. A 20-item Mathematics Performance Test (MPT) was used to gather data. Data collected were analyzed using descriptive statistics such as mean, and standard deviation, while inferential analysis of Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results revealed that there was a significant effect of inquiry-based teaching strategy on students` academic performance in mathematics, no significant main effect of gender, and no two-way interaction effect on the students’ scores in mathematics. Based on these findings, the study recommended, among others, that there was a need for mathematics teachers to approach the teaching of mathematics with more innovative approaches, such as Inquiry-Based Strategy to develop students’ performance in the subject.