Inquiry-based learning and senior secondary students’ performance in the concept of mensuration in Minna Educational Zone, Niger State, Nigeria

Abstract

This study aimed to assess the impact of inquiry-based Learning compared to conventional methods on students' mathematics performance in mensuration concepts. The analysis utilized a quasi-experimental design with a control and experimental group involving pre-test and post-test measures. The target population consisted of 12,430 students from Minna Education Zone, with a sample size of 95 SSII students randomly selected from two schools. Data collection involved three instruments: The Mathematics Performance Test (M.P.T.), a Lesson Model for the experimental group, and a Lesson Model for the control group. The M.P.T. was validated by experts and demonstrated good reliability. The result indicated that students exposed to inquiry-based Learning performed significantly better than those using conventional methods. There is no significant difference found in gender performance in the experimental group. Based on these results, it is recommended, among others, that teaching mathematics incorporate active-based methods like inquiry-based Learning.