JOSIT 17(1) Asanre et al. 2022 Journal of Science and Information Technology, Vol. 17, No. 1 12 Effects of Guided Inquiry Strategy on the Mathematics Achievement of Senior Secondary School Students Asanre, A. A. 1.* , Abiodun, T. O. 1 , Odupe, T. A. 2 , Olusola, G. S. 1 & Ojabaro, D. I. 1 1 Department of Mathematics, Tai Solarin University of Education, Ijagun, Ijebu- Ode, Ogun-State. 2 Department of Mathematics, Lagos State Universty of Education, Noforija, Epe, Lagos State. * Corresponding Author: asanreaa@tasued.edu.ng ABSTRACT: In this study, the effect of a guided inquiry method on senior high school students' mathematical academic achievement was examined in Ogun State Ijebu Ode Local Government Area. Students from all the public senior secondary schools in Ogun State's Ijebu Ode Local Government Area who were studying mathematics participated in this research, which had as its main objective to ascertain the impact of the guided inquiry method on senior high school students' achievement in mathematics. One hundred (100) SSII Mathematics students made up the sample. The experimental and control groups were divided into two schools using the purposeful sampling technique. Based on their educational achievements, students were surveyed using the mathematics achievement test (MAT). Analysis of Covariance was used to analyze the data. This study showed that the effectiveness of G.I.S. as a teaching strategy had a big impact on how well students did in mathematics. This research demonstrated that, when mathematics was taught using G.I.S., gender did not significantly affect students' overall academic achievement. The study's findings indicate that the approach significantly affects students' math achievement. According to research, mathematics teachers should always use a guided inquiry method while instructing their students. Mathematics workshops, exhibits, seminars, and conferences for teachers of mathematics should be frequently organized and sponsored by the educational ministries/departments. Teachers of science and mathematics should have a broad orientation on how to use the guided inquiry teaching technique. Keywords: Guided inquiry teaching strategy, Academic Achievement, Gender, Mathematics, conventional approach, Students 1. INTRODUCTION Science as a concept is a process that is geared towards problem-solving to enhance the living standard of man (Owolabi, 2014). He further reported that the branches of science are divided into formal, natural, and social sciences while mathematics is categorized under formal sciences which imply that mathematics is a science subject that is indispensable to technological advancement. Without the aid of mathematics and mathematical accomplishments that push scientific patterns and schemes towards high social norms, the field of science cannot advance even one step. This finally transforms the dark path of development into the light way of progress. (Ojabaro, 2021). Asanre et al. (2021) reported that every skill in human endeavors, including politics, economics, science, and technology, is influenced by the mentally stimulating topic of mathematics. Thus, it serves as a framework for understanding and applying scientific ideas, demonstrating the significance of the topic. Despite the significant role that mathematics plays, educators fail to pay full attention to the teaching of the subject from the grassroots, and this result in to increase in students’ low achievement as they further proceed in their educational journey. Abiodun et al. (2022) asserted that the Chief Examiners' Reports for the exams for the West African School Certificates on learners' performance in mathematics are nothing to write home about and reveal significant accomplishment score weaknesses.