EFFECTS OF INDUCTIVE METHOD ON SENIOR SECONDARY SCHOOL 2 STUDENTS ACHIEVEMENTS IN MATHEMATICS IN JOS NORTH LOCAL GOVERNMENT AREA PLATEAU STATE

The study investigated the effect of inductive teaching method on senior secondary school II achievement in geometry and whether students’ gender influence their achievement in Geometry. A non equivalent control group quasi-experimental design was employed. The researcher used One hundred students as sample from two co-educational government owed secondary school in Jos north local government area of plateau state.The control group consists of respondents and the experimental group consists of 50 respondents. The fifty students in the experimental group were taught topics in geometry using inductive teaching method while the 50 students in the control group were taught the same topics using conventional approach. Two research questions and two null hypotheses guided the study.At the beginning of the experiment a pre-test was administered to the students in the two groups while at the end of the experiment session a test was administered to the students as posttest. Data wereanalysed using mean, standard deviation and Analysis of covariance (ANCOVA). The study revealed that those who were Geometry using inductive teaching method performed better than those who were taught Geometry conventionally.It further revealed that there was no significant difference in the performance of male and female students taught circle theorems using inductive method of teaching. The implication is that students’ gender has no statistically significant effect on their academic performance in circle Geometry. The study recommended that mathematics teachers should vary their classroom teaching practices, including inductive teaching method, though it is demanding and time consuming,but it is worth it.