Abstract
This study explored the impact of the inductive method of teaching on Senior Secondary Two (SS 2) students’
achievement in future tense transposition in Mikang Local Government Area, Plateau State, Nigeria. Guided by Schema
Theory, the research employed a quasi-experimental design using a non-equivalent pre-test–post-test control group.
Eighty-one SS 2 students were randomly selected from two public schools, 47 in the experimental group and 34 in the control
group. Data were obtained through the English Tense Transposition Achievement Test (ETTAT), adapted from Brighter
Grammar textbooks 2 and 3 (Ogundipe, Eckersley & Macauley, 2010). Descriptive statistics (mean and standard deviation)
addressed the research questions, while Analysis of Covariance (ANCOVA) tested three hypotheses at the 0.05 significance
level. The instrument was validated by three experts from the University of Jos, and Kendall’s coefficient of concordance
confirmed reliability. Results showed that students taught through the inductive method significantly improved in
transposing verbs across future tense forms – future perfect, future continuous, and future perfect continuous – compared
with those taught by conventional methods. The findings suggest that inductive method enhances cognitive engagement,
activates prior schemata, and strengthens grammatical competence and communicative clarity. The study concludes that
inductive grammar teaching is an effective alternative to traditional methods and recommends integrating discourse-level
tasks, narrative reconstruction, and contextualised activities into grammar lessons to deepen students’ mastery of tense
transposition.