Abstract

DIFFERENTIAL EFFECT OF GUIDED, UNGUIDED AND STRUCTURAL INQUIRY TEACHING STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS? ACHIEVEMENT AND INTEREST IN TRIGONOMETRY

Ayogu David I. 1, Okoro Luke O.2, Omosowon Olasoji V.3

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Abstract The study determined the differential effect of guided, unguided and structural inquiry teaching strategies on senior secondary school students? retention in trigonometry. The study was guided by two (2) research questions and two (2) research hypotheses. The design of this study was non-equivalent quasi-experimental research. The sample size of the study was Four hundred and fifty-six (456) Senior Secondary School Students One (SSS 1) in the three (3) sampled coeducational secondary schools in Enugu Education zone. Trigonometry Achievement Test (TAT) and Trigonometry Interest Scale (TIS) were the instruments that were used for data collection, which underwent face validation only and were reliable with the K-R20 coefficient of 0.78 and Cronbach Alpha of 0.74 respectively. Mean (x ?) and standard deviation (s) were used in answering the research questions. Analysis of Covariance (ANCOVA) was used in testing the research hypotheses at 0.05 alpha levels. The study discovered that the students that taught trigonometry using the Structural Inquiry teaching Strategy had the highest posttest mean achievement and interest scores and secondly, the students that were taught trigonometry using the Unguided Inquiry teaching Strategy had the second highest posttest mean achievement and interest scores and the differences were significant. The study then recommended that parents and mathematics teachers should adopt Structural Inquiry Teaching strategy (ITS) and then can supplement it with Unguided Inquiry Teaching strategy (ITS) when teaching students Trigonometry in order to boost the students? achievement and interest in trigonometry.

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