The Effectiveness Of Teaching Mathematical Concepts By The Inductive And Deductive Approaches An Experimental Study In Grade Eleven Of Entoto Comprehensive Secondary School

An experimental study was designed to investigate the relativerneffectiveness of the deductive and inductive approaches inrnteaching mathematical concepts using specific models. 390 graderneleven students were selected by an achievement test whoserncontent was grade nine and ten mathematics and their averagernresult of semester I of 1992/93 academic year. They wererngrouped into low-, medium-, and high-achievers on the basis ofrnthe above criteria. Each group was divided into two sub groupsrnwho did not have significant difference in ability at thernbeginning. Eight concepts of mathematics were taught for threernweeks. A week after the termination of the lessons, a testrnwhose content was the eight concepts taught was administeredrnand 346 students, who attended all the lessons were used forrndata analysis. The Mann Whitney U-test for larger samples atrn0.05 level of significance showed no significant differencesrnbetween the effectiveness of the two methods and between therntwo-medium- and the two-high achiever groups. But a significantrndifference between the two low-achiever groups in favor of therninductive method was found. The overall test results favoredrnthe inductive method although there were no statisticallyrnsignificant differences.

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