Comparative Effectiveness of Inductive Inquiry and Transmitter of Knowledge Models on Secondary School Students’ Achievement on Circle Geometry and Trigonometry

Ihedioha, Silas A.; Osu, Bright O.

doi:10.18052/www.scipress.com/bsmass.3.28

Cited by 5 publications

(6 citation statements)

References 4 publications

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“…While the inductive approach was appropriate to be applied in the second material, the Kinetic Theory. The results of previous research found that the learning process using both inductive and deductive approach did not show any significantly different results in the short answers and multiple-choice questions (Ihedioha & Osu, 2012;Lee & Park, 2013). However, in this study, it does not happen.…”

Section: Results Of Quantitative Analysis On Inductive and Deductive Acontrasting

confidence: 78%

“…However, the sub-material also affects the effectiveness of the application of inductive or deductive approaches. If the problem is based on experience and observation then the inductive approach will be used, meanwhile, if the material is based on certain laws, rules, and principles, the deductive approach is more effective to be applied apply (Trochim, 2006;Ihedioha & Osu, 2012). Based on the material study of international curriculum-standard, the appropriate topic in implementing deductive approach is subjects that contains the points or charts that known by students w first, such as Chemistry and Material and Material Classification.…”

Section: Results Of Quantitative Analysis On Inductive and Deductive Amentioning

confidence: 99%

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Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum

Wardani

Kusuma

2020

JPII

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This study aimed to determine the pattern of a more effective learning approach between the inductive and deductive approach in improving students’ conceptual understanding referring to the international standard curriculum on the X graders for the material property particulate subject matter. Through the deductive approach, students already have a picture/concept in their minds. But by using an inductive approach, students use their logic to understand concepts and summarize it. The research method applied in this study is a descriptive-comparative method with a triangulation analysis technique. Instruments used in the study were a questionnaire for the students, observation sheets, and three-tier diagnostic test items for pretest and posttest. The average pretest scores for deductive and inductive classes were 54.70 and 48.25, respectively. The result of the observation sheet analysis showed the deductive approach surpassed 12 points more than the inductive approach in improving the student’s learning activity. The result of the questionnaire analysis showed that 38 of 68 students prefer the learning process using deductive to inductive approach, and thought that it was suitable with the students’ characteristics. While the average posttest scores for deductive and inductive classes were 68.16 and 55.47, respectively. The analysis result of the N-Gain test towards the pretest and posttest results regarding the three-tier diagnostic test items indicated achievement of student’s conceptual understanding using a deductive approach which was 14.2225% higher than the use of the inductive approach. The Triangulation Analysis stated that the deductive approach was more effective in improving students’ conceptual understanding of Chemistry and material topics as well as material classification. While the inductive approach was more effectively applied to the topic of Particle Kinetic theory.

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Section: Results Of Quantitative Analysis On Inductive and Deductive Acontrasting

confidence: 78%

Section: Results Of Quantitative Analysis On Inductive and Deductive Amentioning

confidence: 99%

Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum

Wardani

Kusuma

2020

JPII

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“…To the former, teaching is viewed as a "performer" [41]. Ihedioha [42] describes that a knowledge transmitter "emphasizes the need to give pupils basic facts and information before they can be expected to think for themselves" (p. 36). Afterward, he argues that with this deductive model, "so much of the work of learning is controlled and directed by the teacher" (p. 37), and therefore "some students will do better under learning conditions that are fewer teachers directed and controlled" (p. 37).…”

Section: Focus On Teachers' Rolesmentioning

confidence: 99%

Teaching Writing in Vietnam’s Secondary and High Schools

Phạm

Truong

2021

Education Sciences

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The current study adopted features of a survey research design to examine the EFL high school teachers’ beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated in Ho Chi Minh City was recruited for the current survey. The beliefs and practices of EFL writing instruction of these studied teachers were elicited through a thirty-nine-item questionnaire, which was qualitatively analyzed by SPSS 20.0. The study results showed that most of the participants held different views/orientations about writing skills and teaching writing, consisting of form-based, cognitive process-based, functional social-based, and interactive social-based views; nevertheless, the form-based orientation was still most dominant in their beliefs. On the contrary, in practice, most high school teachers followed the product approach, which underlies form-based orientation in lieu of different approaches, explicitly interpreting the writing section’s low results in the Vietnamese National GCSE examination in recent years.

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“…In practice, I observed sampled schools and found that they are using both inductive and deductive teaching methods unknowingly. Primary schools are at the very beginning stage of learning mathematics; at this level, most of the mathematical concepts should taught by an inductive approach (Silas & Bright, 2012). There are many researches on inductive and deductive methods, such as Shoib (2010) elementary level mathematics in Nepal.…”

Section: Introductionmentioning

confidence: 99%

Perception and Experience of Teachers in Implication of Inductive and Deductive Methods in Mathematics Classes

Sapkota

2023

J. Maths Educ.

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This paper aims to explore the teachers’ experiences and perceptions towards the implication of inductive and deductive methods in mathematics classes at the primary level. The inductive method is the beginning of all mathematics and derives the formula; the deductive method is the continuity of it and implements those formulas. This article is based on a phenomenological research method under qualitative design, focusing on the lived experience of four primary mathematics teachers on the ‘implementation of inductive and deductive method’ in elementary mathematics classes and their perceptions towards these methods. The data were analyzed and interpreted by using the thematic analyzing approach. The findings of the study show that the teachers were in a dilemma in the selection of proper teaching methods in mathematics teaching, and they followed the traditional methods. Knowingly or unknowingly, the teachers were using inductive and deductive methods, but they were not sure about the correct implementation of those methods. Their perceptions towards the inductive method was positive and they believed that it helps students for developing permanent concepts; however, the teachers were confused in its implications. Most of the teachers were following the traditional teaching methods in mathematics classes instead of student-centered teaching methods. They argued that for a short-cut and easy for the implementation, they were using the traditional methods. The teachers should be trained for better implementation of the inductive and deductive methods in the proper teaching of mathematics at the primary level.

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Comparative Effectiveness of Inductive Inquiry and Transmitter of Knowledge Models on Secondary School Students’ Achievement on Circle Geometry and Trigonometry

Cited by 5 publications

References 4 publications

Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum

Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum

Teaching Writing in Vietnam’s Secondary and High Schools

Perception and Experience of Teachers in Implication of Inductive and Deductive Methods in Mathematics Classes

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