The Effectiveness of Teaching Mathematical Concepts by the Inductive and Deductive Approaches: An Experimental Study in Grade Eleven of Entoto Comprehensive Secondary School

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Addis Ababa University


An experimental study was designed to investigate the relative effectiveness of the deductive and inductive approaches in teaching mathematical concepts using specific models. 390 grade eleven students were selected by an achievement test whose content was grade nine and ten mathematics and their average result of semester I of 1992/93 academic year. They were grouped into low-, medium-, and high-achievers on the basis of the above criteria. Each group was divided into two sub groups who did not have significant difference in ability at the beginning. Eight concepts of mathematics were taught for three weeks. A week after the termination of the lessons, a test whose content was the eight concepts taught was administered and 346 students, who attended all the lessons were used for data analysis. The Mann Whitney U-test for larger samples at 0.05 level of significance showed no significant differences between the effectiveness of the two methods and between the two-medium- and the two-high achiever groups. But a significant difference between the two low-achiever groups in favor of the inductive method was found. The overall test results favored the inductive method although there were no statistically significant differences.



The Effectiveness of Teaching Mathematical, Concepts by the Inductive