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Effect of Inductive and Deductive Teaching Methods on Students’ Performance in Basic Science Among Junior Secondary Schools Students: A Gender Study

Received: 10 March 2021     Accepted: 19 March 2021     Published: 30 March 2021
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Abstract

The study investigates the impacts of Inductive Teaching Method (ITM) and Deductive Teaching Method (DTM) on the performance of Junior Secondary School three (JSS III) students in Basic science. The study applied a pretest-posttest quasi-experimental design. Six (6) junior secondary schools three (JSS III) were purposively chosen inside Abuja Municipal Area Council (AMAC), of the Federal Capital Territory (FCT), Nigeria. A total of six hundred and twenty (620) participants comprising of three hundred and fifty-five (355) male students and two hundred and sixty-five (265) were involved in the study. The intact class was used in each of the selected schools, and the instruments for data collection was the Basic Science Performance Test (BSPT). The arithmetic means standard variation and One-way Analysis of Covariance (ANCOVA) were applied using Statistical Package for Social Sciences (SPSS) version 26 to test two hypotheses at the 0.05 level of significance. The preliminary test result revealed that the data collected met the normality assumption, few outliers and homogeneity of variance. The main result showed that the most effective and preferred teaching method is the inductive teaching method. There was a significant difference in the male student's mean performance [F (2,351)=25.911, p=0.000] between the three groups. The study also discovered no significant difference in the female student's mean performance [F (2,260)=0.154, p=0.857] between the three groups while adjusting for the pretest score. Given the discoveries, it is suggested that the utilization of inductive teaching method should be encouraged and the necessary facilities and equipment needed for proper implementation should be provided by the school authorities.

Published in American Journal of Education and Information Technology (Volume 5, Issue 1)
DOI 10.11648/j.ajeit.20210501.15
Page(s) 27-36
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Inductive Teaching Method, Deductive Teaching Method, Basic Science Performance Test (BSPT), Analysis of Covariance (ANCOVA), Quasi-experimental Design

References
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Cite This Article
  • APA Style

    Samuel Olorunfemi Adams, Rachel Uchenna Onwadi, Jason Uka-Olugu Idika. (2021). Effect of Inductive and Deductive Teaching Methods on Students’ Performance in Basic Science Among Junior Secondary Schools Students: A Gender Study. American Journal of Education and Information Technology, 5(1), 27-36. https://doi.org/10.11648/j.ajeit.20210501.15

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    ACS Style

    Samuel Olorunfemi Adams; Rachel Uchenna Onwadi; Jason Uka-Olugu Idika. Effect of Inductive and Deductive Teaching Methods on Students’ Performance in Basic Science Among Junior Secondary Schools Students: A Gender Study. Am. J. Educ. Inf. Technol. 2021, 5(1), 27-36. doi: 10.11648/j.ajeit.20210501.15

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    AMA Style

    Samuel Olorunfemi Adams, Rachel Uchenna Onwadi, Jason Uka-Olugu Idika. Effect of Inductive and Deductive Teaching Methods on Students’ Performance in Basic Science Among Junior Secondary Schools Students: A Gender Study. Am J Educ Inf Technol. 2021;5(1):27-36. doi: 10.11648/j.ajeit.20210501.15

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  • @article{10.11648/j.ajeit.20210501.15,
      author = {Samuel Olorunfemi Adams and Rachel Uchenna Onwadi and Jason Uka-Olugu Idika},
      title = {Effect of Inductive and Deductive Teaching Methods on Students’ Performance in Basic Science Among Junior Secondary Schools Students: A Gender Study},
      journal = {American Journal of Education and Information Technology},
      volume = {5},
      number = {1},
      pages = {27-36},
      doi = {10.11648/j.ajeit.20210501.15},
      url = {https://doi.org/10.11648/j.ajeit.20210501.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20210501.15},
      abstract = {The study investigates the impacts of Inductive Teaching Method (ITM) and Deductive Teaching Method (DTM) on the performance of Junior Secondary School three (JSS III) students in Basic science. The study applied a pretest-posttest quasi-experimental design. Six (6) junior secondary schools three (JSS III) were purposively chosen inside Abuja Municipal Area Council (AMAC), of the Federal Capital Territory (FCT), Nigeria. A total of six hundred and twenty (620) participants comprising of three hundred and fifty-five (355) male students and two hundred and sixty-five (265) were involved in the study. The intact class was used in each of the selected schools, and the instruments for data collection was the Basic Science Performance Test (BSPT). The arithmetic means standard variation and One-way Analysis of Covariance (ANCOVA) were applied using Statistical Package for Social Sciences (SPSS) version 26 to test two hypotheses at the 0.05 level of significance. The preliminary test result revealed that the data collected met the normality assumption, few outliers and homogeneity of variance. The main result showed that the most effective and preferred teaching method is the inductive teaching method. There was a significant difference in the male student's mean performance [F (2,351)=25.911, p=0.000] between the three groups. The study also discovered no significant difference in the female student's mean performance [F (2,260)=0.154, p=0.857] between the three groups while adjusting for the pretest score. Given the discoveries, it is suggested that the utilization of inductive teaching method should be encouraged and the necessary facilities and equipment needed for proper implementation should be provided by the school authorities.},
     year = {2021}
    }
    

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  • TY  - JOUR
    T1  - Effect of Inductive and Deductive Teaching Methods on Students’ Performance in Basic Science Among Junior Secondary Schools Students: A Gender Study
    AU  - Samuel Olorunfemi Adams
    AU  - Rachel Uchenna Onwadi
    AU  - Jason Uka-Olugu Idika
    Y1  - 2021/03/30
    PY  - 2021
    N1  - https://doi.org/10.11648/j.ajeit.20210501.15
    DO  - 10.11648/j.ajeit.20210501.15
    T2  - American Journal of Education and Information Technology
    JF  - American Journal of Education and Information Technology
    JO  - American Journal of Education and Information Technology
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    PB  - Science Publishing Group
    SN  - 2994-712X
    UR  - https://doi.org/10.11648/j.ajeit.20210501.15
    AB  - The study investigates the impacts of Inductive Teaching Method (ITM) and Deductive Teaching Method (DTM) on the performance of Junior Secondary School three (JSS III) students in Basic science. The study applied a pretest-posttest quasi-experimental design. Six (6) junior secondary schools three (JSS III) were purposively chosen inside Abuja Municipal Area Council (AMAC), of the Federal Capital Territory (FCT), Nigeria. A total of six hundred and twenty (620) participants comprising of three hundred and fifty-five (355) male students and two hundred and sixty-five (265) were involved in the study. The intact class was used in each of the selected schools, and the instruments for data collection was the Basic Science Performance Test (BSPT). The arithmetic means standard variation and One-way Analysis of Covariance (ANCOVA) were applied using Statistical Package for Social Sciences (SPSS) version 26 to test two hypotheses at the 0.05 level of significance. The preliminary test result revealed that the data collected met the normality assumption, few outliers and homogeneity of variance. The main result showed that the most effective and preferred teaching method is the inductive teaching method. There was a significant difference in the male student's mean performance [F (2,351)=25.911, p=0.000] between the three groups. The study also discovered no significant difference in the female student's mean performance [F (2,260)=0.154, p=0.857] between the three groups while adjusting for the pretest score. Given the discoveries, it is suggested that the utilization of inductive teaching method should be encouraged and the necessary facilities and equipment needed for proper implementation should be provided by the school authorities.
    VL  - 5
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Author Information
  • Department of Statistics, University of Abuja, Abuja, Nigeria

  • Department of Educational Foundation, University of Abuja, Abuja, Nigeria

  • Department of Science Education, Measurement and Evaluation, University of Nigeria, Nsukka, Nigeria

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