* Akorede Ayoola ASANRE 1, Zainab Oluwabusayo DAUDA 2, Adeniyi Oluwaseyi OGUNYALE 2, Gbenga Samuel OLUSOLA 2 and Daniel Osewanu SOTTIN 2
1 Department of Mathematics, Science and Technology Education, University of Zululand, KwaDlangezwa, South Africa
2 Department of Mathematics, Tai Solarin University of Education, Ijagun, Ijebu-Ode, Ogun State, Nigeria
*Corresponding Author: AsanreA@unizulu.ac.za , https://orcid.org/0000-0003-2787-2346
Abstract
The study investigated the effects of guided inquiry strategy and cooperative learning strategy on mathematics performance among junior secondary school students. It also examined the influence of gender on the performance of students exposed to these instructional strategies. Adopting a pre-test post-test control group quasi-experimental design, the sample consisted of 110 Junior Secondary School II students randomly selected from three schools in Ijebu-Ode, Ogun State, Nigeria, with one school serving as the experimental group and the other as the control group. The experimental group received instruction using guided inquiry and cooperative learning strategies, while the control group received conventional instruction. Results showed that the experimental group outperformed the control group. Additionally, there was a significant influence on the performance of both male and female students exposed to the experimental strategies, although no significant interaction effect of treatment and gender was found on mathematics achievement. The study concludes that both guided inquiry and cooperative learning strategies have a positive impact on the achievement of junior secondary school students in Ijebu-Ode. Recommendations include promoting the interchangeable use of both strategies to enhance the learning environment and improve academic achievement in mathematics classes.
Keywords: Mathematics, Achievement, Cooperative Learning Strategy, Gender, Guided Inquiry Strategy, Instructional Strategies
How to Cite this Article:
Asanre, A. A., Dauda, Z. O., Ogunyale, A. O., Olusola, G. S. & Sottin, D. O. (2024). Effects of Guided Inquiry and Cooperative Learning Strategies on Junior Secondary School Students’ Achievement in Mathematics. VillageMath Educational Review (VER), 6(1), 45-52. http://doi.org/10.5281/zenodo.11208164
