Effect of deductive and inductive teaching methods on senior secondary school students’ achievement in chemistry in Obio/Akpor local government area of Rivers State, Nigeria
Chinda W, Ikiroma B
The study examined the effect of deductive and inductive teaching methods on senior secondary school students’ achievement in Chemistry in Obio/Akpor Local Government Area of Rivers State Nigeria. Three research questions and three hypotheses guided the study. Quasi-experiment of the non-equivalent, control group design was used. The sample consisted of 140 senior secondary II (SS 2) Chemistry students selected by multistage sampling technique. Two intact classes were assigned to experimental group (deductive and inductive methods) and one intact class to control group (lecture method). The research instrument was Chemistry Achievement Test (CAT) with reliability coefficient of 0.80. The data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The result among others revealed that students exposed to inductive teaching method significantly performed better than the students exposed to deductive and conventional teaching methods. The study therefore recommends that, inductive teaching method should be fully incorporated into the teaching of Chemistry topics at the senior secondary schools levels in Rivers State and other state in Nigeria. In addition, government should sponsor teachers to attend workshops and seminars for appropriate and efficient use of inductive teaching method.