Science and Education Development Institute

DOI: 10.5897/UJ-CJEducRes


DOI: 10.5897/UJ-CJEducRes.17.006.1   |   Article Number: BF08A74   |   Vol.9 (1) - June 2016

Authors:  Bakke Manasseh Matthew and Itankan Areachot Wilfred

Keywords: Logic, guided inquiry, covariates, gender factor, interaction

This study was designed to investigate the gender factor on the effects of guided inquiry teaching method on student’s achievement in logic. One research question was posed and answered; and two hypotheses were formulated and tested at (p ≤ 0.05) level of significance. Logic Achievement Test (LAT) was used as an instrument for the data collection, it consist of 25-items (20 objectives and 5 essay) covering the algebra of logic in the four types of logic statement administered on a sample size of 197 students before and after teaching. These students were randomly drawn from senior secondary schools in Jalingo Educational Zone of Taraba State, Nigeria. The study which lasted for two months generated data that was analyzed using mean, standard deviation and analysis of covariance (ANCOVA) with pre-test scores as covariates. The study revealed that there is no significant difference between the mean achievement scores of male and female students who were taught logic using the guided inquiry teaching approach as measured by mean logic achievement test. Lastly, there is no significant interaction between the guided inquiry teaching approach and gender on students’ achievement in logic. Based on the findings, recommendations were made.

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