This study examined the effect of guided inquiry and individualized strategies on the academic performance of senior secondary school economics students in Imo State. The study was carried out using quasi-experimental, non-randomized control group pretest posttest design, having two aims of the study, two research questions and hypotheses. A total of one hundred (100) senior secondary school two students (SSII) were drawn from two co-educational schools and two intact classes constituted the same size for the study. The schools were selected by purposive sampling likewise the intact classes, the researchers classified the students into 50 students per group (that is treatment group) fifty (50) while control group fifty (50). One instrument was used for collecting the data of the study. The instrument was: Economics Achievement Test (EAT). Research questions were answered using mean and standard deviation while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The major finding was that male students performed better than the female students taught Economics with individualized teaching strategy and guided inquiry strategy respectively. Based on the findings of this study, it was recommended that individualized teaching strategy should be encouraged by teachers in the teaching of Economics to enhance the quality of performance in the subject.
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License