Effects of Inductive and Deductive Teaching Strategies on Oyo State Schools of Science Students’ Academic Achievement in Further Mathematics based on Gender

An aspect of research with an inconclusive outcomes overtime is on students’ gender. Hence, thisstudy on the Effects of Inductive and Deductive Teaching Strategies on Oyo State Schools ofScience Students’ Academic Achievement in Further Mathematics based on Gender. Guided bytwo hypotheses, tested at 0.05 level of significance, quasi-experimental design was employedinvolving 108 SSII students from three Schools of Science in Oyo State. Students were groupedinto Inductive, Deductive and Conventional groups with 42 students; 44 students; and 22 studentsrespectively. Differential and Integral Calculus Achievement Test (DICAT)(KR-20=0.84) wasused for data collection and analyzed using Analysis of Covariance (ANCOVA). Results showedthat the Inductive Teaching Strategy (Male = 24.99, Female = 24.01, Mean Difference = 0.98,Relative Percentage Gender Gap = 3.92%) minimized gender disparities compared to theDeductive Strategy (Male = 20.58, Female = 19.68, Mean Difference = 0.90, Relative PercentageGender Gap = 4.37%). The Conventional Method (Male = 27.30, Female = 23.85, MeanDifference = 3.45, Relative Percentage Gender Gap = 12.64%) exhibited the widest gender gap.The main effect of gender was not statistically significant (F(1,105) = 2.149, p > 0.05), thoughinteraction effects between teaching strategies and gender were observed (F(3,101) = 1.525, p >0.05). The study concluded that, Inductive Teaching Strategy enhances academic achievement andreduces gender disparities in Further Mathematics. It recommended adopting Inductive TeachingStrategies and improving teacher training programme to enhance instructional effectiveness.