EFFECTS OF GUIDED INQUIRY INSTRUCTIONAL STRATEGY ON MATHEMATICS ACHIEVEMENT AMONG DYSCALCULIC DISABILITY STUDENTS IN ABIA STATE, NIGERIA

Abstract

This study investigated the effects of guided inquiry instructional strategy on mathematics achievement among dyscalculic disability students in Abia state, Nigeria. Quasi-experimental research design was adopted. The study was guided by three research questions and three hypotheses. The population of the study comprised of 110,712 SSII students. Purposive sampling procedure was used to select 120 dyscalculic students. Two schools were selected using simple random sampling technique and an intact class of one arm was purposively selected in each of the schools. Mathematics Achievement Test was designed by the researcher. Data obtained through the instrument were analyzed using inferential statistics of ANCOVA at 0.05 levels of significance. The finding of the study revealed a significant difference in the mean achievement score of students taught using Guided Inquiry and Lecture Method among dyscalculic students. The result of the study further showed that there was a significant main effect of gender (male and female students) on the treatments. The study concluded that guided inquiry instructional strategy is effective in teaching dyscalculic disability students. It is recommended that seminars and workshops should be organized for teachers on the application of guided inquiry method of teaching to assist students with learning disabilities overcome their leartning challenges.