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

Samuel Olorunfemi Adams; Rachel Uchenna Onwadi; Jason Uka-Olugu Idika

doi:doi:10.11648/j.ajeit.20210501.15

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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

Samuel Olorunfemi Adams, Rachel Uchenna Onwadi, Jason Uka-Olugu Idika

Published in American Journal of Education and Information Technology (Volume 5, Issue 1)

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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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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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
SP  - 27
EP  - 36
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
IS  - 1
ER  -

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Author Information

Samuel Olorunfemi Adams

Department of Statistics, University of Abuja, Abuja, Nigeria
Rachel Uchenna Onwadi

Department of Educational Foundation, University of Abuja, Abuja, Nigeria
Jason Uka-Olugu Idika

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

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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
SP  - 27
EP  - 36
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
IS  - 1
ER  -

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