Impact of Inquiry and Problem-Solving Strategies on Performance and Attitude in Trigonometry among Senior Secondary School Students in Zamfara State, Nigeria

Ganiyatu Aliyu, Y. K. Kajuru, C. Bolaji

Abstract


The study investigated the effects of inquiry and problem-solving strategies on performance and attitude in trigonometry among senior secondary school students in Zamfara State, Nigeria.  A Quasi-experimental research design with pretest-posttest control group design was adopted.  The population was 21,901 SSS II students from 112 senior secondary schools in the state.  A multi-stage sampling procedure was used to select 381 SS II students.  Two research instruments were developed and used.  The tests instruments were validated by experts and the reliability of the instrument were obtained using the test-retest methods of reliability.  The reliability index was found to be 0.68 and 0.78.  The research questions were answered using mean, standard deviation and median, while the null hypotheses were tested using the Kruskal-Wallis H test and Analysis of Variance (ANOVA).  The results of the study indicated that no significant difference was found in the attitude of students taught trigonometry using inquiry, problem-solving and lecture methods.  Also, students who taught trigonometry using inquiry, problem-solving strategies perform better than those taught with lecture methods.  Based on the findings it was recommended among others that inquiry and problem-solving strategies should be used by mathematics teachers to teach senior secondary school students trigonometry to enhance positive performance.


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