Investigating The Effects of Inductive and Deductive Teaching Strategies on Students’ Learning in Basic General Mathematics: Implication for Sustainable Development

Abstract

This study investigated the effects of inductive and deductive teaching strategies on students’ learning in Basic General Mathematics in order to promote sustainable development. The study employed a Quasi-experimental design with a focus on Year Two non-science students of Colleges of Education in Oyo State. Sample for the study comprised 235 students from three intact classes in three colleges of Education in Oyo State. The study employed the use of Basic Mathematics Achievement Test (BMAT) comprising of 25 objective questions selected from Basic General Mathematics past questions as research instrument. The instrument was validated and tested for reliability using Kuder Richardson-20 (KR-20) formular having a value of 0.89. Analysis of Covariance (ANCOVA) was used to analyze the data collected at 0.05 level of significance. The findings revealed that the effect of treatment on students’ academic achievement was significant (F(2;231) = 89.93, p< 0.05). The results also revealed that both inductive and deductive teaching strategies introduced had more effects on the academic achievement of the students than the conventional teaching method. Likewise, those exposed to deductive teaching strategy performed better than their counterparts subjected to inductive teaching strategy. The findings recommended that inductive and deductive teaching strategies should be employed in teaching Basic General Mathematics at the Colleges of Education in Nigeria in order to foster improved understanding and application of mathematical concepts for sustainable development.