RELATIONSHIPS AMONG MATHEMATICAL REASONING, SCIENTIFIC INQUIRY, AND ACADEMIC ACHIEVEMENT

Abstract

This study investigated the relationships among mathematical reasoning, scientific inquiry, and academic achievement among senior secondary school students in Ogun State, Nigeria. The study adopted a quantitative correlational research design. A sample of 1,000 Senior Secondary School II students was selected using a multistage sampling procedure. Data were collected using a structured questionnaire and analyzed using descriptive statistics, Pearson Product-Moment Correlation, and Multiple Regression Analysis at the 0.05 level of significance. The findings revealed significant positive relationships between mathematical reasoning and scientific inquiry (r = .653, p < .05), mathematical reasoning and academic achievement (r = .736, p < .05), and scientific inquiry and academic achievement (r = .790, p < .05). Multiple regression analysis showed that mathematical reasoning (β = .406, p < .05) and scientific inquiry (β = .573, p < .05) significantly predicted academic achievement and jointly accounted for 70.9% of the variance in academic performance (R² = .709). The study concluded that mathematical reasoning and scientific inquiry are important determinants of students’ academic achievement. It was recommended that teachers adopt inquiry-based and reasoning-oriented instructional approaches to improve learning outcomes in mathematics and science education.