Impact of a Jurisprudential Inquiry Pedagogy on Students' Performance in Gender-Related Social Science Courses

Abstract

The purpose of this study was to examine the effectiveness of Jurisprudential Inquiry Model of teaching
on Academic Achievement in Social Science with respect to gender. The study was conducted on a
Random sample A total 100 students, Control Group 50 students and Experimental Group 50
students. In experimental 50 students in each Group 25 Girls and25 Boys. In two different
schools, Social Science topic was taught through Jurisprudential Inquiry Model and its academic
effectiveness was tested through a standardised Academic Achievement test on Social Science subject,
it’s constructed by the researchers. Results revealed that AcademicAchievement in Experimental Group
to test the significant difference between the Boys and Girls mean values was found to be not significant