Comparative Effectiveness of Inductive Inquiry and Transmitter of Knowledge Models on Secondary School Students’ Achievement on Circle Geometry and Trigonometry Silas A. Ihedioha 1 and Bright O. Osu 2 1 Government Secondary School Bwari Federal Capital TerritoryAbuja,Nigeria 2 Dept of Maths, Abia State University P M B 2000, Uturu, Nigeria silasihedioha@yahoo.com 1 megaobrait@yahoo.com 2 Keywords: Inductive Inquiry, effectiveness, students, academic achievement Transmitter of Knowledge, teaching. ABSTRACT In this study, the effectiveness of Inductive Inquiry and Transmitter of Knowledge models on students’ academic achievement on Circle Geometry and Trigonometry is explored. The main objectives of the study are to expose the groups to Inductive Inquiry and Transmitter of Knowledge models and compare the effectiveness of these modes of teaching in the teaching of circle geometry and trigonometry. The pre-test-post-test experimental design is chosen for this work. It is hypothesized that there would be significant difference between mean achievement scores of these experimental groups on the post-test. The population of the study consisted of all the students of senior secondary two (SS2) class studying in Govt. Sec. School, Bwari, Federal Capital Territory( FCT) Abuja, Nigeria from which a sample of 60 students is drawn using random sampling technique. They were divided into two groups formed through matching on the basis of their pre-test scores; each group consisting of 30 students. One of the groups is randomly chosen as the Inductive Inquiry group and the other as Transmitter of Knowledge group. The independent variable is mode of teaching and the dependent variable is the academic achievement of students. The dependent variable is measured through a 50-item achievement test items generated using the West African Examination Council’s (WAEC) past questions. These questions are used as both pre-test and post-test items. It is found that Inductive Inquiry group performed better than the Transmitter of Knowledge group. This result may be investigated for further confirmation. It is recommended that Inductive Inquiry model be used by teachers of mathematics while teaching the subject to senior secondary classes. A blend of models may be used because there is no single model that is exclusively best for teaching all the topics at all levels to all students, considering individual differences among students. Introduction The process of teaching and learning is as old as human beings on the earth. It has been carried out by human beings and even by animals to teach their young ones for successful adjustment in the environment. Teaching, as conventionally understood by a traditional teacher, is just the act of disseminating information to the learner in the classroom. If we observe traditional classroom teaching, we find that either the teacher is delivering information or one of the students is reading from the text book and others are silently following him in their own text books. Conventional teaching is simply chalk-talk approach in which students remain passive learners. Instruction is ill organized and rote learning is heavily emphasized. Mostly the results of students are not satisfactory due to the presence of this approach. Ever since the beginning of 20th Century, research on teaching has generated useful knowledge about teaching skills, methods and models that can be usefully employed by teachers to promote students learning. RETRACTED RETRACTED RETRACTED RETRACTED The Bulletin of Society for Mathematical Services and Standards Online: 2012-09-03 ISSN: 2277-8020, Vol. 3, pp 28-36 doi:10.18052/www.scipress.com/BSMaSS.3.28 2012 SciPress Ltd, Switzerland SciPress applies the CC-BY 4.0 license to works we publish: https://creativecommons.org/licenses/by/4.0/