Research Article

Impact of Inducto-Deductive Approach on Academic Performance in Arithmetic Progression among Senior Secondary School Students in Zaria Metropolis, Kaduna State, Nigeria

Bello Shehu Aliyu1*, Jamilu Aliyu ABUBAKAR2, Zainab ILIYASU3
1 Department of Science Education, Sokoto State University, Sokoto, Sokoto State, Nigeria
2 Nuhu Bamalli Polytechnic Zaria
3 National Mathematical Centre, Abuja
* Corresponding author: bello.shehualiyu@ssu.edu.ng
Published: Oct, 2026
Pages: 71 – 83
Views: 1
Downloads: 1

Abstract

This study investigated the effect of the inducto-deductive approach on students’ academic performance in Arithmetic Progression in Zaria Metropolis. The study was guided by two objectives and two corresponding research questions. A pretest–posttest non-equivalent control-group quasi-experimental design was adopted. The population comprised 4,021 secondary school students in Zaria Metropolis. Two schools were selected through simple random sampling, with one school assigned to the experimental group and the other to the control group. Intact classes were retained, resulting in 93 students in the experimental group and 91 students in the control group. Data were collected using the Arithmetic Progression Performance Test (APPT), a 10-item essay-type test with a maximum score of 100. The instrument was subjected to content validation by four experienced secondary school Mathematics teachers. Its reliability was established using the split-half method; the two halves yielded a Pearson Product-Moment Correlation coefficient of 0.76, which, after Spearman–Brown correction, produced a reliability coefficient of 0.86. Data were analyzed using descriptive statistics to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance, with pretest scores serving as the covariate. The findings indicated that students taught Arithmetic Progression using the inducto-deductive approach performed significantly better than those taught using the conventional approach. The findings further indicated that there was no statistically significant gender difference in students’ performance when the inducto-deductive approach was employed. The study recommends that Mathematics teachers should consider the inducto-deductive approach in teaching Arithmetic Progression by engaging students in observing specific examples, identifying patterns and relationships, formulating general mathematical rules, and applying the rules to solve related problems.

Keywords

Inductive Deductive Inducto-Deductive Arithmetic Progression Academic Performance.

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How to Cite

Aliyu, B. S., ABUBAKAR, J. A., & ILIYASU, Z. (2026). Impact of Inducto-Deductive Approach on Academic Performance in Arithmetic Progression among Senior Secondary School Students in Zaria Metropolis, Kaduna State, Nigeria. Journal of Studies in Science and Mathematics Education, 6(2), 71 – 83.

B. S. Aliyu, J. A. ABUBAKAR, and Z. ILIYASU, "Impact of Inducto-Deductive Approach on Academic Performance in Arithmetic Progression among Senior Secondary School Students in Zaria Metropolis, Kaduna State, Nigeria," Journal of Studies in Science and Mathematics Education, vol. 6, no. 2, pp. 71 – 83, October 2026.

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