The effect of inquiry based learning on students’ achievement in Geometry

Abstract

This research investigated the effect of inquiry-based learning on students' achievement in Geometry. This study is aligned with the positivist paradigm and employed quantitative research approach. A quasi-experimental design was implemented, focusing on Form 2 students at Nana Brentu Senior High Technical School in the Aowin Municipality. A total of 787 population made up of four hundred and twenty – three (423) boys and three hundred and sixty – four (364) girls were used. The sample comprised two intact classes (n=122), namely Arts 1 and Arts 2 classes and the study employed convenience sampling to select the participants for the study. Data collection spanned three weeks and utilized questionnaires and achievement tests (pre-test and post-test). The presentation of results involved both descriptive and inferential analyses. This study aimed to understand students' experiences in mathematics class, focusing on how inquiry-based learning impacts their perceptions of geometry teaching. The findings reveal positive trends in key areas such as Student Cohesiveness, Teacher Support, Involvement, Cooperation, and Equity. The study also concluded that the absence of significant gender-related differences in mathematics achievement within the context of inquiry-based learning highlights the potential of this instructional approach to create a more equitable and inclusive learning experience for both genders. The results revealed that the treatment group (M = 21.71) scored significantly higher than the control group (M = 15.54), with t – value of -5.499 and a p – value of .000, indicates that students taught using inquiry-based learning demonstrated significantly higher mathematics achievement compared to those taught through the conventional method in geometry. In conclusion, the findings of this study provide strong evidence that inquiry-based learning significantly enhances students’ achievement in Geometry and improves their perceptions of the learning environment. The study recommended that facilitators should ensure students are actively engage in classroom activities. Embracing a proactive role in discussions, collaborative projects, and inquiry-based exercises would not only enhance understanding but also contribute to a supportive and inclusive learning environment.