The Effect of Inquiry-Based Learning on the Academic Performance of Senior Secondary School Pupils in Geometry in Ondo State, Nigeria

Abstract

This study examined how the inquiry-based teaching approach affected the academic performance of senior secondary school pupils in Ondo State's Ondo West Local Government region. At the 0.05 threshold of significance, two research questions were posed and postulated. Pre-test, post-test, and control group designs were used in the study. One hundred (100) senior secondary school students—43 male and 57 female—were chosen at random from the total population using a straightforward random selection procedure. The Geometry Achievement Test [GAT] was the tool utilized to collect data for the study. The sample t-test was used to examine the collected data. The study's findings demonstrated that using an inquiry-based teaching approach improved students' academic performance in geometry. Additionally, the study's results showed no discernible change. The study's conclusions also showed that male and female students exposed to the inquiry-based teaching approach did not significantly differ in their academic performance. Therefore, it is advised that math teachers be encouraged to use the inquiry-based teaching approach when teaching geometry.