Development of Inductive–Deductive Inquiry Model for Teaching Conic Sections in Grade 10 Mathematics

Abstract

The present study had two primary objectives: first, to examine the current implementation, challenges, and support needs of inquiry-based instruction in Conic Sections; and second, to design an Inductive–Deductive Inquiry (IDI) instructional model. Participants included 55 mathematics teachers and 150 tenth-grade students at Triamudomsuksa Pattanakarn Pathum Thani School. Quantitative data were collected via questionnaires and supplemented by focus-group discussions. Data analysis comprised descriptive statistics (means and standard deviations) for quantitative data and thematic analysis for qualitative data. Results indicated that inquiry-based teaching practices were perceived as moderate in prevalence (M = 2.96, SD = 0.38), while perceived challenges were high (M = 4.27, SD = 0.44) and support needs were very high (M = 4.55, SD = 0.53). These findings suggest that, although teachers acknowledge certain benefits of inquiry-based learning, they face substantial obstacles and require more targeted instructional support. The IDI model consists of four essential components: a) Conceptual Foundations integrating inquiry-based, inductive, and deductive pedagogies; b) Objectives aimed at enhancing students’ mathematical skills, reasoning processes, and attitudes; c) Seven-step instructional sequence—Exploring Prior Knowledge, Engaging with the Problem, Surveying and Exploring, Explaining and Concluding, Expanding Knowledge, Assessing Learning, and Applying Knowledge; and d) Mechanisms for formative and summative evaluation. Expert review by a five-member panel rated the model’s overall quality as very high. This validated IDI model offers a practical framework for enhancing inquiry-based learning in Grade 10 Conic Sections and has the potential to improve both teaching effectiveness and student outcomes.