EFFECT OF GUIDED INQUIRY METHOD ON SENIOR SECONDARY TWO STUDENTS' ATTITUDE IN TRIGONOMETRY IN GUSAU, ZAMFARA STATE

This study investigated the effect of the Guided Inquiry method on Senior Secondary Two (SS2) students' attitude towards trigonometry in Gusau Metropolis, Zamfara State. Persistent poor performance and negative student dispositions toward abstract mathematics concepts are frequently linked to traditional teacher-centered instruction. To address this issue, a quasi-experimental design specifically a pre-test, post-test, non-equivalent control group design was adopted. The target population for the study comprised all 2,597 SS2 science students enrolled in public secondary schools in Gusau Local Government Area. A multi-stage sampling technique was used to draw a sample size of 120 SS2 students across selected co-educational schools, assigned to experimental and control groups through intact classes. Data were collected using a validated instrument titled the Trigonometry Attitude Scale (TAS), which utilized a 4-point Likert scale. Research questions were answered using mean and standard deviation, while the null hypotheses were tested at a 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings revealed a statistically significant difference in the post-test attitude mean scores in favor of the students taught trigonometry using the Guided Inquiry method compared to those taught via the conventional lecture method. Furthermore, the analysis showed no significant gender difference in the attitude scores of students exposed to the Guided Inquiry method. Consequently, the study recommends that mathematics teachers adopt inquiry-driven, learner-centered strategies to improve student engagement, bridge gender gaps, and foster a positive attitude toward challenging topics like trigonometry in secondary schools.