Effects of Inquiry-Based Learning and ICT-Driven Pedagogy on Achievement in Mathematics Concepts among Secondary School Students in Minna Metropolis, Niger State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026414Keywords:
Inquiry-Based Learning, ICT-Driven Pedagogy, Achievement, Mathematics, StudentsAbstract
This study examined the effectives of Inquiry-Based Learning (IBL) and ICT-Driven Pedagogy (ICTDP) on achievement in Mathematics Concepts among Senior Secondary School Students in Minna Metropolis, Niger State. A quasi-experimental pre-test–post-test non-equivalent control group design was adopted. The sample comprised 152 Senior Secondary II students selected from three intact classes. Two classes were assigned to IBL (n = 52) and ICTDP (n = 49), while the third served as a control group taught using the conventional lecture method (n = 51). Data were collected using a validated Mathematics Achievement Test (MAT) with a reliability coefficient of 0.84. Mean, standard deviation, and Analysis of Covariance (ANCOVA) were used for data analysis at the 0.05 significance level. Findings revealed significant differences in achievement among the groups, with both IBL and ICTDP outperforming the conventional method. The ICTDP group recorded a slightly higher mean gain than the IBL group, while the control group had the lowest performance. The study concludes that sustainable development-oriented pedagogies are more effective than traditional methods in improving mathematics achievement. It recommends the integration of inquiry-based and ICT-supported approaches to enhance student engagement and learning outcomes. Further studies should explore long-term retention and the role of learners’ attitudes and self-efficacy.
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