EFFECT OF EXPERIENTIAL AND INQUIRY METHODS OF TEACHING ON STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS IN UYO LOCAL GOVERNMENT AREA

ABSTRACT The purpose of the study was to examine the effect of experiential and inquiry teaching methods on students’ academic performance in Mathematics in Uyo Local Government Area of Akwa Ibom State. Three research questions and corresponding hypotheses were formulated for the study. A quasi-experimental pretest posttest design was adopted. A sample size of Ninety-six (96) SS 2 students were drawn from two randomly selected secondary schools in the study area. Mathematics Performance Test and two lesson plans were developed as instruments and employed for the collection of data for the study. The instrument was validated by a Mathematics Lecturer and also an expert in Test and Measurement in the Department of Science Education, Faculty of Education, Akwa Ibom State university, before handed over to the research supervisor for final vetting and content validity. The reliability coefficient was determined using Kuder Richardson formular (KR-20) and the reliability coefficient was found to be 0.78. The data obtained were collated, coded and analyzed using independent t-test statistics and tested for significance at 0.05 probability level. The results revealed that: there is no significant difference in the mean performance scores of Mathematics students taught the concept of probability using experiential and inquiry teaching methods. (P = .233; @ 0.05). Therefore, the null hypothesis is upheld at 0.05 probability level; there is no significant difference in the mean performance scores of male and female students taught the concept of probability using experiential teaching method. (P = .917; @ 0.05). Therefore, the null hypothesis is upheld at 0.05 probability level; there is no significant difference in the mean performance scores of male and female students taught the concept of probability using inquiry teaching method. (P = .196; @ 0.05). Therefore, the null hypothesis is upheld at 0.05 probability level. It was therefore recommended that Mathematics teachers should be encouraged to incorporate the use of experiential and inquiry teaching methods as this will help students to learn independently as well as share ideas among themselves for better achievement