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Effect of Inducto-Deductive Approach on Children’s Early Numerical Aptitude in Mathematics in Ebonyi North Education Zone of Ebonyi State, Nigeria.

Emmanuel C. Nwigboji & Prof. Ebele C. Okigbo

Abstract

This study examined the effect of the inducto-deductive approach on children's early numerical aptitude in mathematics in Ebonyi North Education Zone of Ebonyi State, Nigeria. The study was guided by two research questions and three hypotheses. The study adopted a quasi-experimental research design involving 246 primary six pupils selected from two public primary schools. The experimental group (134 pupils) was taught using the inducto-deductive approach, while the control group (112 pupils) received instruction through the traditional expository method. The instrument for data collection used was Numerical Aptitude Test (NAT). Research questions were answered using mean and standard deviation, While the hypotheses were tested using Analysis of Covariance (ANCOVA) at a 0.05 alpha level of significance. The results revealed that pupils taught using the inducto-deductive approach achieved significantly higher mean numerical aptitude scores than those taught with the expository approach. The method proved effective for both male and female pupils, with no significant gender differences observed in numerical aptitude outcomes. Additionally, there was no interaction effect between instructional approaches and gender on pupils' numerical aptitude, indicating that the inducto-deductive approach offers an equitable learning experience. It was recommended among others that mathematics teachers should adopt this approach to improve pupils' engagement and performance in mathematics.

Keywords

Inducto-Deductive ApproachChildren’s Early Numerical AptitudeMathematics.

References

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