A combination of Zingiber officinale and Allium sativum ethanol extracts prevented liver and kidney toxicities caused by doxorubicin in Wistar rats

Daily writing prompt
You’re writing your autobiography. What’s your opening sentence?

OraekeiDaniel Ikechukwu1*, Okoye Odinachi Anthony2, Mba Ogbonnaya2, Abone Harrison Odera3, ObidiegwuOnyeka Chinwuba4

1Department of Pharmacology and Toxicology, Faculty of Pharmaceutical Sciences, Olivia University, Bujumbura, Burundi.

2Department of Pharmacology and Toxicology, Faculty of Pharmaceutical Sciences, Nnamdi Azikiwe University, PMB 5025 Awka, Anambra State, Nigeria.

3Department of Pharmaceutical Microbiology and Biotechnology, Faculty of Pharmaceutical Sciences, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria.

4Department of Pharmaceutical and Medicinal Chemistry, Faculty of Pharmaceutical Sciences, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria.

Daniel Ikechukwu Oraekei email: oraekeidanielikechukwu@gmail.com

Odinachi Anthony Okoye email: nachi.t.okoye@gmail.com

Ogbonnaya Mba email: mbabte@gmail.com

Harrison Odera Abone email: harrisonabone@gmail.com

Onyeka Chinwuba Obidiegwu email: oc.obidiegwu@unizik.edu.ng

*Corresponding author

Daniel Ikechukwu Oraekei,

1Department of Pharmacology and Toxicology, Faculty of Pharmaceutical Sciences, Olivia University, Bujumbura, Burundi.

Email: oraekeidanielikechukwu@gmail.com

ABSTRACT

Background: It is the function of the liver and kidneys to deal with processes concerning detoxification, metabolism, and the excretion of waste products. Aim: This study tested the liver and kidney protective effects of a combination of Z. officinale and A. sativum in Wister rats treated with doxorubicin. Methods: The qualitative phytochemical analysis and acute toxicity studies were carried out using standard methods. Bacterial lipopolysaccharide from Escherichia coli was used to induce systemic inflammatory and oxidative stress. The animals were pretreated for 14 days with the combined extracts of Z. officinale and A.sativum alone, the extracts with doxorubicin, and doxorubicin alone. LPS at 1 mg/kg intraperitoneally dissolved in normal saline was given daily to the animals along with the treatments for an additional 14 days. On the last day, the animals were anesthetized with ketamine and xylazine, and blood samples were withdrawn from the retro-orbital plexus of the animals into plain tubes. Serum alanine transaminase, Alkaline phosphatase, Serum creatinine, and blood urea nitrogen were estimated using standard methods. Results: among all tested phytochemicals, Z. officinale lacks tannins, steroids, Steroids and terpenoids, while A. sativum lacks saponins and glycosides. No mortality was observed after the acute toxicity study. Group 4 rats, which were treated with Z. officinae, A. sativun, and doxorubicin, showed lower serum levels of alanine aminotransferase, alkaline phosphatase, creatinine, and blood urea nitrogen than the control group. Conclusion: Z. officinale-A. sativum combination showed a favorable safety profile and also exhibited significant protective effects against chemotherapeutic liver and kidney toxicities.

Key words: Allium sativum, doxorubicin,kidney toxicity, liver toxicity, Zingiber officinale

INTRODUCTION

Background of the study

The liver and kidneys of the human body actively deal with processes concerning detoxification, metabolism, and the excretion of waste products. The protective role of natural products derived from plants against drug-induced damage to the organs has received significant attention. Zingiber officinale and Allium sativum are two widely used herbs in culinary and medicinal fields. They are well studied for their chemoprotective, anti-inflammatory, and antioxidant properties. (Oraekei et al., 2024). Z. officinale contains gingerol and shogaol, and A. sativum contains allicin and ajoene, and these are some of the active constituents that have properties to avert oxidative damage and enhance the functions of organs (Mao et al., 2019). Doxorubicin’s molecular composition leads to the production of free radicals and triggers oxidative stress, which is associated with cellular damage (Tacar et al., 2013). Doxorubicin is a chemotherapeutic agent that is effective in treating various cancers; it is known to induce oxidative stress, leading to hepatotoxicity and nephrotoxicity (Kciuk et al., 2023). Doxorubicin, also known as Adriamycin, is a widely used anthracycline antibiotic that’s actually derived from the bacterium Streptomyces peucetius. (Arcamone et al., 1969). Doxorubicin has been noted to have harmful effects on the liver (Abdulrhaman et al., 2025). It also decreases other protective components like cytochrome P-450 and glutathione in the rat’s liver (Timm etal., 2022). Notably, high glutathione levels have been shown to protect liver cells from Doxorubicin’s toxic effects (Deng et al., 2015). Doxorubicin’s long-term use is limited by severe side effects, including a potentially fatal heart condition that worsens with higher doses. (Belger et al., 2023). The combined use of Z. officinale and A. sativum may offer synergistic effects, potentially mitigating the toxic impact of chemotherapeutic agents like doxorubicin. This study aims to test the liver and kidney protective functions of a combination of Z. officinale and A. sativum in rats treated with doxorubicin. Through biochemical assays, the research seeks to determine whether this herbal blend can mitigate doxorubicin-induced toxicity and support liver and kidney health.

Aim of Study

The aim of the study is to test the liver and kidney protective effects of a combination of Z. officinale and A. sativum in Wister rats treated with doxorubicin.

Scope of Study

This study was narrowed to evaluate the biochemical changes in liver and kidney functions due to doxorubicin toxicity, assess key biomarkers like alanine aminotransferase (ALT), alkaline phosphatase (ALP), creatinine and blood urea nitrogen (BUN).

Literature review

Studies have shown doxorubicin to be a highly chemotherapeutic agent used in treating various cancers. Its use is limited due to the toxic effect it causes on various organs, including the liver and kidneys (Alshabanah et al., 2010). Renal and Hepatic functions are assessed by testing biomarkers such as Alanine aminotransferase (ALT), Aspartate aminotransferase (AST), Alkaline phosphatase (ALP), Creatinine levels, and Blood urea nitrogen (BUN) (Lala et al., 2023). Treatment with Z. officinale showed significant improvement in AST, ALT, and superoxide dismutase (SOD) activities (Abdel-Azeem et al., 2013). Z. officinale administered alone at 530 mg/kg body weight had a greater hepato-protective effect than when given in combination with A. sativum (Oraekei et al., 2024); and this study showed that Z. officinale significantly reduced liver and kidney damage, and the combination containing a higher proportion of Z. officinale was most protective than the other tested combinationse. High levels of ALP or BUN may indicate liver disease or a certain bone disorder or kidneys not functioning well (Lowe et al., 2023).

Herbal medicine combination in pharmacotherapy

When herbs are combined, a lot of interactions can occur, but the desirable interactions are those that can result in enhanced therapeutic benefit. The effects of herbal medicine combinations are usually variable. A herb can be used to potentiate the effect of another herb. An example is the combination of ginseng root and aconite daughter root in an anti-shock remedy (Che et al, 2013). In this combination, the aconite daughter root potentiated the effects of ginseng. Herbal drug combinations can also be antagonistic in their actions. An example is the interaction between turnip root and ginseng root, where ginseng is used as a tonic drug, but when used in the presence of turnip root, its effect will be reduced (Che et al, 2013).

Herb-Drug combination

The use of herb-drug combinations can lead to various clinical presentations, such as potentiation, as seen in the potentiation of the effect of oral corticosteroids by liquorice (Kahraman et al., 2021). The impact of herb-drug combinations can also provide effects that may be additive or antagonistic. Herb-drug combinations can lead to alterations in the gastrointestinal functions, which can affect drug absorption (Brantley et al., 2014). It can also cause induction and inhibition of metabolic enzymes and transport proteins (Fasinu et al., 2012). It can also lead to alteration of renal excretion of drugs and their metabolites (Dresser et al., 2002). Long-term use of St. John’s wort can lead to reduced clinical effectiveness of cytochrome P450 subtype CPY3A4 substrate drugs by CPY3A4 induction, which can cause rapid metabolism and a decrease in the dosage of the drugs (Markowitz et al., 2003).

Possible Herb-Drug Interactions

Herb-drug interactions can occur when herbal supplements are taken with prescription drugs and affect how the medications work in the body. There are so many herb-drug interactions like garlic increasing bleeding when taken with an anticoagulant (Hu et al., 2005). Ginseng interacts with anticoagulants and calcium channel blockers reducing their effects (Jiang et al., 2004). St John’s Wort poses high risks with drugs like cyclosporine, oral contraceptives, and indinavir (Roby et al., 2000).

Brief description of Zingiber officinale

Z. officinale is a rhizome that is widely used as a spice and a medicinal herb. It can be used fresh, dried, or in powdered form in the making of teas and cooking. It contains bioactive compounds like gingerol, which have anti-inflammatory or antioxidant properties. It is used in the treatment of nausea and for relief of cold (Mao et al., 2019).

Figure 1: Image of Z. officinale

Brief description of Allium Sativum

A. sativum is a bulbous plant in the onion family. It is widely used as a culinary spice and in traditional medicine. It has a pungent flavor, which comes from sulfur compounds like allicin. It enhances the cardiovascular system, supports the immune system, and has antimicrobial properties. (Ansary et al., 2020).

Figure 2: Image of A. Sativum.

Materials

Animals

Female Wister rats (230 – 240 g) were used for this study. All the animals were obtained from the animal house of the Department of Pharmacology and Toxicology, Enugu State University of Science and Technology, Enugu State, Nigeria. The animals were housed in standard laboratory conditions of 12 hours’ light, room temperature, 40-60% relative humidity, and fed with rodent feed (Guinea Feeds Nigeria Ltd). They were allowed free access to food and water. All animal experiments were conducted in compliance with the NIH guide for care and use of laboratory animals (National Institute of Health (NIH), 2011) Pub No: 85-23), and animal protocol was approved by Animal care and ethics committee of Enugu State University of Science and Technology with approval number ESUT/2025/AEC/0962/AP 845.

Plant materials

Fresh Z. officinale rhizome and A. sativum bulb were purchased from Ogbete main market in Enugu state, Nigeria.

Drug

Doxorubicin was used for this research.

Equipment

Glass column, flasks, beakers, test tubes, surgical blade, measuring cylinder, forceps, scissors, white transparent paper, Analytical Weighing balance(Metler H30, Switzerland), Electric oven, Water bath (Gallenkamp, England) Water bath, disposable pipette tips (Labcompare USA), intubation tubes, stop watch (Avi Scientific India), BUN and creatinine test kits (Teco Diagnostics, USA), precision pipettes (25, 50, 100, and 300 μl, 1,000 µL) (Labcompare USA), AST test kit (Span Diagnostics Ltd., India), UV-VIS spectrophotometer (Model 752, China), distilled or deionized water (SnowPure Water Technologies USA), micropipette (Finnipipette® Labsystems, Finland), disposable hand gloves (Supermax Malaysia), National Blender (Japan), ALP test kit (Span Diagnostics Ltd., India), ALT test kit (Span Diagnostics Ltd., India), plethysmometer (Biodevices, New Delhi, India).

Methods

Phytochemical analysis

The qualitative phytochemical analysis of the extracts was carried out using standard methods described by Odoh et al. (2019).

Test for alkaloids: The plant extracts (0.2 g) were heated in 20 mL of 2% acid solution (HCL) individually in a water bath for about 2 minutes. The resulting solutions were allowed to cool and then filtered, and then 5 mL of the filtrate was used for Hager’s test. The samples (5 mL) were placed in labeled test tubes, and a few drops of Hager’s reagent (saturated picric acid solution) were added. Formation of a yellow precipitate indicated the presence of alkaloids.

Test for glycosides

The samples were extracted with 1% H2SO4 solution in a hot water bath for about 2 minutes. The resulting solution was filtered and made distinctly alkaline by adding 4 drops of 20% KOH (confirmed with litmus paper). One milliliter of Fehling’s solution (equal volume of A and B) was added to the filtrates and heated on a hot water bath for 2 minutes. Brick red precipitate indicated the presence of glycosides.

Test for saponins

The plant extracts (0.2 g) were dissolved in methanol individually, and the resulting solutions were used for Frothing test. The samples (5 mL) were placed in labeled test tubes, and 5 mL of distilled water was added and the mixtures were shaken vigorously. The test tubes were observed for the presence of persistent froth.

Test for tannins

The plant extracts (0.2 g) were dissolved in methanol individually, and the resulting solutions were used for the test. To 3 mL of each of the samples, a few drops of 1% Ferric chloride were added and observed for brownish green or a blue-black coloration.

Test for flavonoids

Using methanol, 0.2 g of the plant extracts and fractions were dissolved individually, and the resulting solutions were used for Ammonium hydroxide test. A quantity of 2 mL of 10% ammonia solution was added to a portion of each of the samples and allowed to stand for 2 minutes. Yellow coloration at the lower ammoniacal layer indicated the presence of a flavonoid.

Test for steroids and terpenoids

Salkowski test: The plant extracts were dissolved in methanol individually, and the resulting solutions were used for the test. A 5 mL of each of the samples was mixed with 2 mL of chloroform, and concentrated H2SO4 was carefully added to form a layer. A reddish-brown coloration at the interface indicated a positive test.

Acute toxicity studies

Acute oral toxicity of the combination of Z. officinale, A. sativum (6:4) and doxorubicin (318, 212, and 5 mg/kg respectively) was performed according to the Organization of Economic Cooperation and Development (OECD, 2021) guideline 425 for testing of chemicals (Up and down method). The single combination dose was administered to the animal based on their body weight. The animals were closely observed for the first 30 minutes, then for 4 hours. Food was provided after 2 hours of dosing. After the survival of the first treated animal, 4 more animals were treated with the same dose at an interval of 48 hours each. The control group of rats (n = 5) was administered with distilled water (vehicle used in preparing the herbal mixture) in the same volume as that of the treated group. All the groups were closely observed for 6 hours and then at regular intervals for 14 days. The animals were weighed and observed for mortality, salivation, diarrhea, asthenia, hypo-activity, hyperactivity, piloerection, hyperventilation, aggressiveness, yellowing or loss of hair fur, drowsiness, convulsion, tremor, dizziness, and other obvious signs of toxicity.

Experimental design

Bacterial lipopolysaccharide (LPS) from Escherichia coli, purchased from Sigma-Aldrich, was used to induce systemic inflammatory and oxidative stress states. The animals were pretreated for 14 days with the combined extracts of Z. officinale and A. sativum alone; the extracts with doxorubicin; and doxorubicin alone. LPS at 1 mg/kg intraperitoneal (I.P) dissolved in normal saline was given daily to the animals along with the treatments for an additional 14 days. Treatment was done 30 minutes before the LPS injection. On the last day, 2 hours after injection of LPS, the animals were anesthetized with ketamine and xylazine, and blood samples were withdrawn from the retro-orbital plexus of the animals into plain tubes.

Animal grouping (5 animals per group)

A total of 25 rats were allocated into five groups of five rats each. Group 1 were uninduced control (Naïve) and were treated with normal saline + 5 ml/kg distilled water via the oral route (p.o.). Group 2 were the negative control and was treated with LPS 1mg/kg i.p + 5 ml/kg distilled water p.o. Group 3 were treated with Z. officinale and A. sativum combination 6:4 (318:212 mg/kg p.o.) + LPS 1mg/kg i.p. Group 4 were treated with Z. officinale: A. sativum: doxorubicin combination (318:212: 5 mg/kg) + LPS 1 mg/kg i.p. While group 5 were treated with doxorubicin 5 mg/kg i. p.

Serum preparation

At the end of the study, blood samples were collected through retro-orbital plexus into a plain covered test tube. The blood samples were allowed to clot by leaving them undisturbed at room temperature for 30 minutes. The clots were removed by centrifuging at 2,000 x g for 10 minutes in a refrigerated centrifuge. The resulting supernatant (serum) was immediately transferred into a clean polypropylene tube using a Pasteur pipette. The samples were maintained at 2–8 °C while handling and apportioned into 0.5 ml aliquots.

Hepatic function tests.

Quantitative determination of alanine aminotransferase (ALT)

Serum alanine transaminase was estimated by the method described by Oraekei et al., (2024) using the ALT test kit (Span Diagnostics Ltd., India). A 0.25 ml of mixture of L-alanine (200 mmol/l), α-oxoglutarate (2.0 mmol/l), and phosphate buffer (100 mmol/l) was added to 0.5 ml of each sample and blank (containing distilled water). They were mixed and incubated at 37 °C for exactly 30 minutes in a water bath. A 0.25 ml of 2,4- dinitrophenylhydrazine was added to the sample and blank test tubes and incubated again at room temperature for 20 minutes. A 2.5 ml of sodium hydroxide (0.4 mol) was then added to all the test tubes, and the absorbance of the sample was read against the blank at 546 nm using a UV-VIS spectrophotometer (Model 752, China). The ALT concentration was extrapolated from a graph of concentration against wavelength absorbance of known ALT concentrations.

Quantitative determination of alkaline phosphatase (ALP)

Alkaline phosphatase was estimated by the method described by Colville (2002) using the ALP test kit (Span Diagnostics Ltd., India). A 0.5 ml of Alkaline Phosphatase substrate was placed in the sample and blank labeled test tubes and equilibrated to 37 °C for 3 minutes. At a timed interval, 0.05 ml each of standard, control (deionized water), and sample was added to its respective test tubes. The mixture was incubated for 10 minutes at 37 °C. A 2.5 ml of alkaline phosphatase color developer (0.1 M Sodium Hydroxide and 0.1 M sodium Carbonate) was added and properly mixed. The absorbance of the samples was read at 590 nm using a UV-VIS spectrophotometer (Model 752, China) and recorded. ALP concentration was calculated using the equation below;

Calculation of ALP concentration

Where Standard Value = 50 IU/L

Renal function tests

Serum creatinine and blood urea nitrogen (BUN) were estimated by the method described by Tietz (1976) and Heinegard and Tiderstrom (1973), respectively, using creatinine and BUN test kits (Teco Diagnostics, USA).

Quantitative determination of creatinine

Creatinine working reagent was prepared by combining equal volumes of 10 mM picric acid and Creatinine buffer reagent (10 mM sodium borate, 240 nM sodium hydroxide). Then 3.0 ml of this reagent was added to labelled tubes (test, blank, and standard) to which 100 µl of serum (test), 5 mg/dl of Creatinine (Standard), and distilled water (blank) were added and mixed in their designated test tubes. The tubes were incubated at 37 °C for 15 minutes, and the absorbance was measured spectrophotometrically at 520 nm against a test blank. The concentration of Creatinine (mg/dl) was calculated thus:

Where Abs = Absorbance, Std = Standard

Quantitative determination of blood urea nitrogen

A 1.5 ml of BUN Enzyme reagent (containing 10,000 µ/l Urease, 6.0 mmol/l sodium salicylate, 3.2 mmol/l sodium nitroprusside) was added to 10 µl of Test (serum), Standard (20 mg/dl), and Blank (distilled water) followed by incubation for 5 minutes at 37 °C. At a timed interval, 1.5 ml of BUN color developer (6 mmol/L of sodium Hypochlorite and 130 mmol/l sodium hydroxide) was added to each of the labelled tubes and were incubated for another 5 minutes at 37 °C. The absorbance of the tests and standards was measured spectrophotometrically at 630 nm against a blank. Urea nitrogen concentration (mg/dl) was calculated thus:

Where Abs = Absorbance, Std = Standard

Results

Table 1: Phytochemical analysis of Z. officinale and A.sativum

PhytocompoundsZingiber officinaleAllium sativum
Alkaloids++
Saponins+
Tannins+
Flavonoids++
Steroids and terpenoids+
Glycosides+
Yield44.8 g (11.2%)62.4 g (15.6%)

Key: + = Present; – = Absent

Acute toxicity study

No mortality was observed throughout the observational period. Reduced physical activities were observed after drug administration, but normalcy was restored 30 minutes later. Other observations were similar to those of the control group that received the vehicle. Delayed signs of toxicity were not recorded within the 14-day observational periods.

Liver and kidney function tests

Figure 1: Serum level of alanine aminotransferase (ALT)

Figure 2: Serum level of alkaline phosphatase (ALP)

Figure 3: Serum level of creatinine

Figure 4: Serum level of blood urea nitrogen (BUN)

Discussion

In the present study, the phytochemical composition and protective effects of a combined extract of Z. officinale and A. sativum against doxorubicin-induced toxicity were investigated, with a particular focus on liver and kidney function biomarkers. The phytochemical analysis revealed that both Z. officinale and A. sativum contain bioactive compounds such as alkaloids and flavonoids, known for their antioxidant, anti-inflammatory, and hepatoprotective properties. Z. officinale showed the presence of saponins and glycosides, which were absent in A. sativum, while A. Sativum uniquely contained tannins and a combination of steroids and terpenoids, which were absent in Z. officinale. These differences suggest that the combination of both plants could offer a wider spectrum of protective phytochemicals than each of the herbs alone. A study conducted by Mao et al., (2019) confirmed the presence of bioactive compounds like flavonoids and gingerols in Z. officinale, which exhibited antioxidant and anti-inflammatory properties.

The acute toxicity assessment showed no mortality or significant adverse effects in the treated animals over a 14-day observation period. Although a temporary reduction in physical activity was observed shortly after extract administration, the animals recovered within 30 minutes. This rapid return to normal behavior, coupled with the absence of delayed toxicity signs, suggests that the herbal combination is safe at the administered dosage. Z. officicinale was shown to be safe when administered in rats at doses up to 2000 mg/kg. (Rong et al., 2009)

Biochemical analyses further supported the extract’s protective effects. Doxorubicin, known for its potent chemotherapeutic activity as well as its hepatotoxic and nephrotoxic side effects, significantly elevated serum markers of liver and kidney injury. Alanine aminotransferase (ALT), a key indicator of liver cell damage, increased significantly following doxorubicin administration. However, animals pre-treated with the Z. officinaleA. sativum combination exhibited a significant reduction of ALT levels compared to the doxorubicin-only group, indicating a strong hepatoprotective effect of the extracts. Similarly, levels of alkaline phosphatase (ALP), another marker of hepatic function, were elevated by doxorubicin treatment but attenuated in animals co-treated with the extracts. The extract alone maintained ALP and ALT levels close to those of the healthy control group, suggesting it has no intrinsic hepatotoxicity and may even support liver health under normal conditions.

Renal functions, assessed via serum creatinine and blood urea nitrogen (BUN), also deteriorated significantly in response to doxorubicin. However, treatment with the Z. officinale-A. sativum combination weakened these effects. Although creatinine and BUN levels remained higher than those of untreated controls, they were significantly lower than in the doxorubicin-only group, indicating nephroprotection. The extract alone maintained creatinine and BUN levels within normal ranges, again reinforcing its safety and potential therapeutic value.

Overall, the results demonstrated that the combined extract of Z. officinale and A. sativum can effectively reduce biochemical signs of liver and kidney toxicity induced by doxorubicin. This protective effect is likely due to the synergistic action of the various phytochemicals present in both plants. Alkaloids, flavonoids, saponins, glycosides, tannins, and terpenoids are all known to contribute to antioxidant defense mechanisms and membrane stabilization, which may account for the observed mitigation of organ damage.

Conclusion

From this study, the Z. officinale-A. sativum combination not only showed a favorable safety profile but also exhibited significant protective effects against chemotherapeutic toxicity. These findings suggest that such a combination could serve as a promising adjunct therapy to reduce organ damage in patients undergoing doxorubicin treatment.

Acknowledgement

I am thankful to God for his unwavering support throughout this study. My appreciation also goes to Dr. Ajaghaku Lotenna Daniel and the laboratory technologists of the Pharmacology and Toxicology department, Enugu State University of Science and Technology, for their expertise that enabled the smooth completion of this study.

Disclosure of conflict of interest

Daniel Ikechukwu Oraekei declared no conflict of interest

Odinachi Anthony Okoye declared no conflict of interest

Ogbonnaya Mba declared no conflict of interest

Harrison Odera Abone declared no conflict of interest

Onyeka Chinwuba Obidiegwu declared no conflict of interest

Statement of ethical approval

Maintenance and care of all animals were carried out in accordance with EU Directive 2010/63/EU for animal experiments. Guide for the care and use of Laboratory Animals, DHHS Publ. # (NIH 86-123) were strictly adhered to. Animal protocol was approved by the Animal Care and Ethics Committee of Enugu State University of Science and Technology with approval number ESUT/2025/AEC/0962/AP 845. There was additional approval by the Nnamdi Azikiwe University’s Ethical Committee for the use of Laboratory Animals for Research Purposes (Approval number is NAU/AREC/2025/0077).

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Effects of Peer Teaching and Inquiry Teaching Strategies on Achievement of Mathematics Students in Delta Central Senatorial District

Daily writing prompt
You’re writing your autobiography. What’s your opening sentence?

Citation

Etagbedavbe, O. B., & Akpokiniovo, R. S. (2026). Effects of Peer Teaching and Inquiry Teaching Strategies on Achievement of Mathematics Students in Delta Central Senatorial District. International Journal of Research, 13(3), 85–103. https://doi.org/10.26643/ijr/7

Etagbedavbe, Orokaro Blessing

Department of Science Education,

  Delta State University, Abraka, Nigeria

AND

Akpokiniovo, Rukevwe Samuel PhD

Department of Science Education,

  Delta State University, Abraka, Nigeria

Correspondent: samuel.akpokiniovo@delsu.edu.ng

ABSTRACT

This study investigated the effects of Peer Teaching (PT) and Inquiry-Based Teaching (IBT) strategies on the academic achievement of mathematics students in Delta Central Senatorial District. Four research questions were raised, and corresponding hypotheses were stated and tested at the 0.05 level of significance. The study employed a quasi-experimental, non-equivalent pre-test, post-test control group design. The population comprised 21,147 Senior Secondary II students from 190 public secondary schools during the 2024/2025 session. A sample of 392 students was selected from six mixed secondary schools using a multistage sampling technique. The Mathematics Achievement Test (MAT) was the instrument used for data collection. Its reliability was established by administering it to 50 SS II students in two secondary schools outside the study area, yielding a reliability coefficient of 0.81 using the Kuder-Richardson Formula 21. Both pre-test and post-test scores were collected and analyzed. Descriptive statistics (mean and standard deviation) were used to answer research questions, while inferential statistics (t-test, ANOVA, and ANCOVA) were used to test the hypotheses. Findings shows a significant difference in mean achievement scores among the instructional groups, with students taught using Peer Teaching achieving higher scores than those taught through Inquiry-Based Teaching and those in the control group. However, there were no significant differences in achievement between male and female students, under Peer Teaching or Inquiry-Based Teaching strategies. Additionally, there were no significant interaction effects between instructional strategy and sex or location on students’ mathematics achievement. Based on these findings, it was recommended that mathematics teachers incorporate these strategies—particularly peer teaching into their instructional practices to encourage active learning and peer collaboration.

Introduction

            Mathematics is a fundamental field of study that deals with numbers, quantities, shapes, patterns, and relationships. It’s a subject that is essential for understanding the world around us, making informed decisions, and solving various problems. Mathematics is used in various disciplines, industries, and everyday life. Mathematics teaches critical thinking and problem-solving skills that can be applied to various situations. Mathematics is present in everyday activities like budgeting, cooking, shopping, and measuring. Thus, the importance of mathematics in every sphere of human life cannot be overemphasized (Bal & Seckin-Kapucu, 2022). According to Akpokiniovo (2022), students’ lack of interest in learning physics and mathematics leads to poor academic achievement in the subject and a shortage of human resources in key professions. Consequently, there is a low number of students who qualify for enrollment into mathematics in higher institutions of learning within Nigeria and some other underdeveloped nations. Conscious efforts are needed to prepare learners who will be useful and qualified to pursue important mathematics -oriented courses at the higher education level by capturing and sustaining their interest during mathematics instruction.

In order to achieve the objectives of mathematics education, there is need for better academic achievement among students. Therefore, the importance of mathematics in almost all the facet of life endeavours cannot be over-emphasized. Poor academic achievement not only leads to a negative image of the student, but it also puts an enormous strain on the parents. Given the dynamic role mathematics plays in any society, as discussed above, it is quite appalling and unfortunate to see students fail mathematics examinations (Nshimiyimana & Cartledge, 2020). This gloomy condition has prompted a slew of research initiatives over the years aimed at determining the elements that contribute to low academic achievement in mathematics and what steps may be taken to ameliorate the situation. As a result, several variables interact to determine students’ academic achievement. However, the researcher believes that instructional strategies can have an impact on students’ mathematics academic achievement. Instructional strategies are a crucial component of effective teaching, and they can significantly impact students’ learning outcomes in any subject, including mathematics. Effective instructional strategies can make mathematics more engaging and intriguing for students. When students are actively involved in the learning process and find the material relevant, they are more likely to be motivated to learn and perform better academically. Among the different instructional strategies that exist, the researcher is also of the opinion that peer teaching strategies (PTS) and inquiry-based teaching (IBT) could be effective strategies for enhancing students’ academic achievement in mathematics.

Peer Teaching Strategy (PTS) is an educational approach in which students teach and learn from their peers. The Peer Teaching Strategy (PTS) is an instructional approach that actively engages students in the teaching and learning process through four key steps. It begins with individual reflection, where students independently engage with the lesson content, allowing them to form initial ideas, identify areas of confusion, and develop personal insights (Akpokiniovo & Akudolu, 2023). This is followed by peer discussion, during which students collaborate in pairs or small groups to share their understandings, clarify concepts, and challenge each other’s viewpoints. Through this interaction, learners gain new perspectives and enhance their critical thinking skills. A study by Uyim, and Nonye (2019) emphasized that students learn better when actively involved in the teaching-learning process. It also agrees with findings by Osondu (2021) who reported that the use of learner-centred methods such as peer-teaching and inquiry-based approaches significantly improve students’ academic achievement in mathematics. Despite the fact that there are several examples of student-centred approaches, this research only looked at guided inquiry teaching and peer tutoring strategies.

Inquiry method can simply be defined as a form of active learning that starts by posing questions, problems or scenarios rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. There are many different explanations for inquiry teaching and learning and the various levels of inquiry that can exist within various contents. Bandi and Bell (2008) clearly outline four levels of inquiry.

Level 1: Confirmation Inquiry; the teacher has taught a particular topic. The teacher then develops questions and a procedure that guides students through an activity. This method is enables the teacher to reinforce concepts taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm and deepen understanding.

Level 2: Structured Inquiry; the teacher provides the initial question and an outline of the procedure. Students are to formulate explanations of their findings through evaluating and analyzing the data that they collect.

Level 3: Guided Inquiry; the teacher provides only the research questions for the students. The students are responsible for designing and following their own procedures to test the question and then communicate their results and findings.

Level 4: Open/True Inquiry; Students formulate their own research questions, design and follow through with a developed procedure, and communicate their findings and results. This type of inquiry is often seen in science fair contexts where students drive their own investigative questions.

The goal of the inquiry-based teaching strategy, according to Mwenda and Ndayambaje (2021), is to foster curiosity, critical thinking, problem-solving skills, and a deeper understanding of the subject matter. Bako (2020) described inquiry-based teaching (IBT) as a student-centred approach that emphasises exploration, investigation, and problem solving. In this approach, students are encouraged to ask questions, make predictions, and engage in hands-on activities to discover mathematical concepts. By actively exploring mathematical ideas, students develop a deeper understanding of the underlying principles and are better able to apply their knowledge in real-world situations. Numerous studies (Issaka, 2020; Mehboob et al., 2021) have highlighted the benefits of inquiry-based teaching on students’ achievement. For instance, a meta-analysis conducted by Hiebert et al. (2012) revealed that students who received inquiry-based instruction performed significantly better on assessments compared to those who did not receive inquiry-based instruction. Some researchers such as Jacinta (2011) conducted a study on inquiry method and students’ academic achievement in biology in Ogba/Egbema/Ndoni Local Government Area of Rivers State, Nigeria. The author shows that inquiry method has a significant effect on students’ achievements in biology.

The effects of peer-teaching (PT) and inquiry-based teaching (IBT) strategies on students’ achievement may differ depending on sex. A student’s sex could be male or female. The term “sex” refers to the biological characteristics of being male or female. Sex can influence various aspects of human life, including educational outcomes, where differences may emerge in how males and females respond to certain teaching methods. When comparing the effects of these teaching methods across sexes, some studies (Bello & Johnson, 2020; Adewale & Smith, 2019) found no evidence of a significant relationship between sex and achievement when exposed to inquiry and guided-discovery instructional methods respectively. However, others (Nguyen & Taylor, 2021; Li & Wang, 2022; Macaulay & Obafemi, 2022) found a substantial relationship between sex and achievement, with males scoring higher than females when instructional methods such as Simulation instructional strategy and Teacher-demonstration method and guided inquiry were used. There are mixed results from reviewed empirical studies on the effects of guided inquiry teaching and peer tutoring strategies on students’ achievement, however, the gender effect on the aspect of students need to be examined. As a result, the findings of this study will provide additional empirical evidence on this topic. It should be noted that gender is a intervening variable in this study. Against this background, therefore, this study sought to examine the comparative effect of inquiry and peer tutoring teaching strategies on the achievement of mathematics students in in Delta Central Senatorial District.

Statement of the Problem

Mathematics is a fundamental subject that plays a critical role in students’ academic and career development. However, students’ academic achievement in mathematics has remained consistently low, as indicated by poor results in external examinations. Many students struggle with fundamental mathematical concepts, leading to a lack of confidence, negative attitudes toward the subject, and high failure rates. For instance, the results released by WAEC in 2022 revealed that a high number of the candidates that sat for the examination failed mathematics (WAEC Chief Examiner, 2022). A similar trend was observed in the 2023 released West Africa Senior School Certificate Examination (WAEC) results by the West Africa Examination Council, which declared that a few of the candidates were successful in five subjects including mathematics (WAEC Chief Examiner, 2023). The fluctuation in students’ academic achievement in the subject may be as a result of rote learning of mathematics, which occurs due to lack of active involvement in the teaching of the subject.

Thus, student’s poor academic achievement at the secondary school has been attributed to ineffective methods and strategies used by teachers in teaching the subject. The available literature on methods of teaching in science education suggests the need to employ new and innovative teaching strategy. The researcher therefore in this study is of the opinion that the use of Peer teaching (PT) and Inquiry-based teaching (IBT) strategies may enhance the academic achievement of students in mathematics. The problem of the study, therefore, is will the application of Peer-Teaching (PT) and Inquiry-Based Teaching(IBT) strategies produce differential effect on academic achievement of students in mathematics in Delta Central Senatorial District?

Research Questions

The following research questions guided the study:

  1. What is the difference in mean achievement score of mathematics students taught using peer-teaching (PT) and inquiry-based teaching (IBT) strategies in Delta Central Senatorial District?
  2. What is the difference between the mean achievement scores of male and female students taught mathematics using peer-teaching (PT) strategy in Delta Central Senatorial District?
  3. What is the difference between the mean achievement scores of male and female students taught mathematics using inquiry-based teaching (IBT) strategy in Delta Central Senatorial District?
  4. What is the interaction effect of instructional strategies and sex on mathematics students’ achievement in Delta Central Senatorial District?

Hypotheses

The following null hypotheses are formulated for the study and were tested at 0.05 level of significance

  1. There is no significant difference in mean achievement score of mathematics students taught using Peer-Teaching (PT) and Inquiry-Based Teaching (IBT) strategies in Delta Central Senatorial District.
  2. There is no significant difference between the mean achievement scores of male and female students taught mathematics using Peer-Teaching (PT) strategy in Delta Central Senatorial District.
  3. There is no significant difference between the mean achievement scores of male and female students taught mathematics using Inquiry-Based Teaching (IBT) strategy in Delta Central Senatorial District.
  4. There is no significant effect of interaction of instructional strategy and sex on mathematics students’ achievement in Delta Central Senatorial District.

Research Methodology

This study employed quasi-experimental non-randomized pretest posttest control group design. There was no randomization of subjects in this study. Intact classes were randomly assign to the experimental and control groups. The independent variables are Instructional methods. The dependent variable is the achievement score of mathematics students. The population for this study comprised a total of 21,147 Senior Secondary School Two (SS II) students across 190 public secondary schools in Delta Central Senatorial District, Delta State, during the 2024/2025 session. A sample of 392 SSII students selected from six (6) public mixed senior secondary schools in Delta Central Senatorial District made up the sample size for this study. The six (6) public mixed senior secondary schools were selected using simple random sampling technique.

The instrument that was used for the study is the Mathematics Achievement Test (MAT). The MAT was used to measure academic achievement. The MAT consists of two sections. Section A contained instruction on the student’s bio-data (sex and location). Section B consists of 50 multiple-choice questions that will be adapted from past West African Examination Council (WAEC) questions in line with the selected concept or topic that will be treated in the study. The concept that made up the MAT are Logarithm and indices, Approximations, Sequence and Series, Quadratic Equations, Gradient of a Curve and Algebraic Fractions. The instrument was tested for reliability in two secondary schools in Delta South Senatorial District. While carrying out the reliability test the instrument was administered on 50 SS II students from schools outside the research area. The Kuder-Richardson formula -21 was used to compute the reliability index of data collected, which yielded a reliability coefficient of 0.81

            The treatment procedure began with the allocation of instructional methods to schools. Two instructional methods were assigned to four intact classes selected from both urban and rural areas—one from each sampled school. To assign the treatment methods, the two instructional strategies and the control group were written on paper and coded as follows: Peer Teaching Strategy (PTS), Inquiry-Based Teaching Strategy (IBTS), and Control Group (CG). Six equal-sized sheets of paper were labeled PTS1, PTS2, IBTS1, IBTS2, CG1, and CG2, then rumpled and placed in a container. Six teachers each selected one sheet of paper, with replacement. Teachers who picked PTS were assigned to use the peer teaching strategy, those who picked IBTS were assigned to use the inquiry-based teaching strategy, and those who picked CG were assigned to the control group. This process ensured that two intact classes—one from an urban school and one from a rural school—were assigned to each treatment method. The next phase involved training the research assistants. The four mathematics instructors designated to use the peer teaching and inquiry-based teaching strategies were trained before the treatment began. The training lasted four days, with 40-minute sessions each day. Alongside two other experts, the researcher conducted the training, focusing on the effective use of each instructional strategy. The first day was used to explore the characteristics of both teaching strategies.

            On the second day, the teachers were trained using manuals adapted from Muştu and Tekin (2021) and Assem (2018), with separate manuals for peer teaching and inquiry-based strategies. Each group of teachers was trained separately by different resource persons. The training highlighted the steps and stages involved in using each strategy, as well as the specific roles of teachers and students during instruction. The third and fourth days focused on practice and idea generation for applying each instructional strategy to the chosen mathematics concepts. The training concluded when the facilitators were confident that the teachers could effectively implement the strategies during instruction.

            The final phase was the actual implementation of the treatment. This occurred in three stages. In the first stage, pretests using the Mathematics Achievement Test (MAT) were administered to all the groups after obtaining permission from school authorities. The pretest results were used to assess the equivalence of the groups and to identify any initial differences that could be attributed to the treatment.

Stage Two: In the second stage, lesson plans covering six weeks of instruction were given to the research assistants one week before treatment commenced. The lesson plans detailed the activities of both teachers and students during each class session.

Stage Three: In the third Stage,teachers in each selected group will presented the content of the topics that were selected to the students with the use of peer teaching strategy and inquiry based teaching strategy in their various school for six weeks. Teachers instructed the students during the treatment session, adhering to the procedures they learned about during their training. In the treatment, the teacher in the control group only gave the selected topics to the students in the form of revision using past examination questions, without applying any specific instructional treatment method.

Stage Four: At the end of the six weeks of instruction by the teacher, a post-test was given to the students in all the groups.

The research questions were analysed using Mean Scores and Standard Deviation scores. Hypotheses were tested with t-test statistics, One-way Analysis of variance, Analysis of Covariance (ANCOVA). All hypotheses were tested at 0.05 level of significance.

Results and Discussion

The results are tabulated, interpreted and discussed immediately after the research questions and corresponding hypothesis.

Research Question One

What is the difference in mean achievement score of mathematics students taught using peer-teaching (PT) and inquiry-based teaching (IBT) strategies in Delta Central Senatorial District?

Table 1:  Comparison of The Mean() achievement  pretest score of mathematics students taught using peer-teaching (PT) and inquiry-based teaching (IBT) strategies in Delta Central Senatorial District

 NMeanStd. Deviation
Peer Teaching Method19611.221.26
Inquiry-Based Teaching Method15211.161.77
Control Group4411.641.42
Total39211.241.49

Table 1 revealed the mean and standard deviation of the achievement scores of mathematics students taught using peer-teaching and inquiry-based teaching instructional strategies. In the table, the means of the pretest scores of students taught using peer-teaching and inquiry-based teaching strategies are 11.16 and 11.14, with standard deviations of 1.33 and 1.69, respectively. The mean difference in the pretest scores between the two instructional methods is 0.02.

Analysis of variance(ANOVA) was further used to find out whether the mean difference is significant and presented in Table 2

Table 2: ANOVA Comparing the Mean Achievement Pretest Score of mathematics students taught using peer-teaching (PT) and inquiry-based teaching (IBT) strategies in Delta Central Senatorial District

 Sum of SquaresdfMean SquareFSig.
Between Groups7.85323.9271.767.172
Within Groups864.6363892.223  
Total872.490391   

Table 2 shows that the ANOVA comparison of the pretest scores of mathematics students taught using peer teaching and inquiry-based teaching instructional strategies is not significant (F = 1.767, p ≥ 0.05). This implies that the students were similar in terms of their prior knowledge of the mathematics concepts before the instructional strategies were applied.

Table 3:  Comparison of The Mean() achievement  posttest score of mathematics students taught using peer-teaching (PT) and inquiry-based teaching (IBT) strategies in Delta Central Senatorial District

 Instructional methodsNMeanStd. Deviation
Peer Teaching Method19644.809.428
Inquiry-Based Teaching Method15240.959.088
Control Group4426.308.157
Total39241.2310.726

Table 3 shows the mean and standard deviation of the posttest achievement scores of mathematics students taught using peer teaching and inquiry-based teaching instructional strategies. In the table, the means of the posttest scores for students taught using peer-teaching and inquiry-based teaching strategies are 45.21 and 41.19, with standard deviations of 9.40 and 8.92, respectively. The mean difference in the posttest scores between the two instructional methods is 4.02. Analysis of variance(ANOVA) was further used to find out whether the mean difference is significant and presented in Table 4.

Hypothesis One: There is no significant difference in mean achievement score of mathematics students taught using peer teaching (PT) and inquiry-based teaching (IBT) strategies in Delta Central Senatorial District.

Table 4: ANOVA Comparing the Mean Achievement Score of difference in Mean Achievement Score of Mathematics Students taught using Peer-Teaching (PT) And Inquiry-Based Teaching (IBT) Strategies in Delta Central Senatorial District

 Sum of SquaresdfMean SquareFSig.
Between Groups12318.21926159.10973.348.000
Within Groups32664.57538983.971  
Total44982.793391   

Table 4 shows that the ANOVA comparison of the posttest achievement scores of mathematics students taught using peer-teaching and inquiry-based teaching instructional strategies is significant (F = 73.348, p = 0.000). Therefore, the null hypothesis, which states that there is no significant difference in mean achievement score of mathematics students taught using peer teaching (PT) and inquiry-based teaching (IBT) strategies in Delta Central Senatorial District was rejected. This implies that there is a significant difference in the mean achievement scores of mathematics students taught using the two instructional strategies, in favour of students taught using peer teaching (PT) strategy.

To determine the direction of the significant difference observed in this hypothesis, the post hoc analysis using Scheffe test was computed as shown in Table 5

Table 5

Scheffe Post – Hoc Test Determine the Direction of Difference Among the Groups

(I) Instrictionalmethods(J) Instructional methodsMean Difference (I-J)Std. ErrorSig. 
 
Peer Teaching MethodInquiry-Based Teaching Method3.849*.990.001 
Control Group18.500*1.529.000 
Inquiry-Based Teaching MethodPeer Teaching Method-3.849*.990.001 
Control Group14.652*1.569.000 
Control GroupPeer Teaching Method-18.500*1.529.000 
Inquiry-Based Teaching Method-14.652*1.569.000 
*. The mean difference is significant at the 0.05 level.

Table 5 shows the post hoc Scheffe test results, which determine which specific instructional methods significantly differ from one another after an overall significant difference was detected via ANOVA. The post hoc analysis shows a clear hierarchy in instructional effectiveness: Peer Teaching Method > Inquiry-Based Teaching Method > Control Group. This suggests that using peer teaching strategy results in the highest student achievement, followed by inquiry-based methods, with the control group performing the lowest.

Research Question Two

What is the difference between the mean achievement scores of male and female students taught mathematics using peer-teaching (PT) strategy in Delta Central Senatorial District?

Table 6: Comparison Between the Mean() mean achievement scores of male and female students taught mathematics using peer-teaching (PT) strategy in Delta Central Senatorial District.

sexNMeanStd. DeviationMean difference
Male9146.118.822.45
Female10543.669.83 

Table 6 shows the mean and standard deviation of the achievement scores of male and female students taught mathematics using the peer-teaching instructional strategy. In the table, the means of the achievement scores for male and female students are 46.11 and 43.66, with standard deviations of 8.82 and 9.83, respectively. The mean difference in the achievement scores between male and female students is 2.45. To find out whether the mean difference was significant, Ho3 was tested with t-test and presented in Table 7

Hypothesis Two: There is no significant difference between the mean achievement scores of male and female students taught mathematics using peer teaching (PT) strategy in Delta Central Senatorial District.

Table 7: t-test comparing the mean achievement scores of male and female students taught mathematics using peer-teaching (PT) strategy in Delta Central Senatorial District.

SexNMeanStd. Deviationdft-cal.Sig. (2-tailed)Decision 
Males9146.118.82194  1.83  .069Null hypothesis not rejected
females10543.669.83

Table 7 shows that the t-test comparison of the mean achievement scores of male and female students taught mathematics using the peer teaching strategy is not significant (t = 1.83, p = 0. 069). Therefore, the null hypothesis, which states that there is no significant difference between the mean achievement scores of male and female students, was not rejected. This implies that there is no significant difference in the mean achievement scores of male and female students taught mathematics using the peer teaching strategy in Delta Central Senatorial District.

Research Question Three: What is the difference between the mean achievement scores of male and female students taught mathematics using inquiry-based teaching (IBT) strategy in Delta Central Senatorial District?

Table 8: Comparison Between the Mean()  achievement scores of male and female students taught mathematics using inquiry-based teaching (IBT) strategy in Delta Central Senatorial District

SexNMeanStd. DeviationMean difference
Male8641.459.6711.36
Female6640.298.294 

Table 8 shows the mean and standard deviation of the achievement scores of male and female students taught mathematics using the inquiry-based teaching instructional strategy. In the table, the means of the achievement scores for male and female students are 41.79 and 40.43, with standard deviations of 9.43 and 8.22, respectively. The mean difference in the achievement scores between male and female students is 1.36. To find out whether the mean difference was significant, Ho4 was tested with t-test and presented in Table 9.

Hypothesis Three: There is no significant difference between the mean achievement scores of urban and rural students taught mathematics using Peer Teaching (PT) strategy in Delta Central Senatorial District.

Table 10: t-test comparing the mean achievement scores of male and female students taught mathematics using peer-teaching (PT) strategy in Delta Central Senatorial District.

Sex NMeanStd. Deviationdft-cal.Sig. (2-tailed)Decision 
Male8641.459.671150  .783  .435Null hypothesis not rejected
Female6640.298.294

Table 10 shows that the t-test comparison of the mean achievement scores of male and female students taught mathematics using the inquiry-based teaching strategy is not significant (t = 0.783, p = 0.435). Therefore, the null hypothesis, which states that there is no significant difference between the mean achievement scores of male and female students, was not rejected. This implies that there is no significant difference in the mean achievement scores of male and female students taught mathematics using the inquiry-based teaching strategy in Delta Central Senatorial District.

Research Question Four: What is the interaction effect of instructional strategies and sex on mathematics students’ achievement in Delta Central Senatorial District?

Table 11: Means(X) and Standard Deviations (SD) analysis of the interaction effect of instructional strategies and sex on mathematics students’ achievement in Delta Central Senatorial District

Instructional methodssexNMeanStd. Deviation
Peer Teaching MethodMale9146.118.82
Female10543.669.83
Inquiry-Based Teaching MethodMale8641.459.67
Female6640.298.29
Control GroupMale2228.277.81
Female2224.328.19
TotalMale19942.1310.52
Female19340.3010.88

Table 11 shows the Means (X) and Standard Deviations (SD) analysis of the interaction effect of instructional strategies and sex on mathematics students’ achievement in Delta Central Senatorial District. For students taught using the Peer Teaching Method, the mean scores for male and female students are 46.11 and 43.66, with standard deviations of 8.82 and 9.83, respectively. For those taught using the Inquiry-Based Teaching Method, the mean scores for male and female students are 41.45 and 40.29, with standard deviations of 9.67 and 8.29, respectively. In the Control Group, the mean scores for male and female students are 28.27 and 24.32, with standard deviations of 7.81 and 8.19, respectively. The results suggest a noticeable interaction effect between instructional strategy and sex, as male students consistently scored higher than their female counterparts across all groups. To find out whether the mean is significant interaction effect, Ho6 was tested with ANCOVA and presented in Table 12.

Hypothesis Four: There is no significant interaction effect of instructional strategies and sex on mathematics students’ achievement in Delta Central Senatorial District?

Table 12: ANCOVA of the interaction effect of instructional strategies and sex on mathematics students’ achievement in Delta Central Senatorial District

Tests of Between-Subjects Effects
Dependent Variable:   Posttest 
SourceType III Sum of SquaresdfMean SquareFSig.
Corrected Model12838.569a62139.76225.628.000
Intercept8677.10918677.109103.928.000
Pretest4.31514.315.052.820
Instructional methods12391.83026195.91574.210.000
sex405.7341405.7344.860.028
Instructional methods * sex77.389238.695.463.629
Error32144.22438583.491  
Total711253.000392   
Corrected Total44982.793391   
a. R Squared = .285 (Adjusted R Squared = .274)

Table 12 shows the ANCOVA of the interaction effect of instructional strategies and sex on students’ academic achievement in mathematics. The computed F-ratio for the interaction effect, that is, F(2, 385) = 0.463 with a p-value of 0.629. Testing the null hypothesis at an alpha level of 0.05, the p-value of 0.540 was greater than the alpha level of 0.05; hence, the null hypothesis was not rejected. This implies that there is no significant interaction effect of instructional strategies and sex on mathematics students’ academic achievement in Delta Central Senatorial District.

The first finding shows that there was a significant difference in mean achievement score of mathematics students taught using Peer Teaching (PT) and Inquiry-Based Teaching (IBT) strategies in Delta Central Senatorial District with those taught using Peer Teaching (PT) strategy achieving higher score than those taught using Inquiry-Based Teaching (IBT) strategy and those in the control group. This difference may be attributed to the inherent characteristics of each instructional method. Peer-Teaching may have promoted collaborative learning, allowing students to benefit from shared knowledge and peer explanations, while Inquiry-Based Teaching may have fostered curiosity, critical thinking, and self-discovery. The significant difference could imply that one method led to deeper conceptual understanding among students. This finding is in line with Uyim, and Nonye (2019) who emphasized that students learn better when actively involved in the teaching-learning process. It also agrees with findings by Osondu (2021) who reported that the use of learner-centred methods such as peer-teaching and inquiry-based approaches significantly improve students’ academic achievement in mathematics.

            The second finding shows that there was no significant difference between the mean achievement scores of male and female students taught mathematics using the peer-teaching strategy. this suggests that the peer teaching method provides an equal learning opportunity for both genders, allowing male and female students to benefit equally from collaborative and interactive instruction. This result is consistent with the findings of Uyim, and Nonye (2019) who observed that sex had no significant impact on students’ achievement in mathematics when learner-centered strategies were used. It also aligns with the results of Osondu (2021) who found that sex does not significantly influence achievement when students are actively engaged in peer-assisted learning. The study also showed that there was no significant difference in the achievement scores of male and female students taught mathematics using Inquiry-Based Teaching (IBT) strategy. This suggests that the IBT method supports equitable engagement and achievement across gender, providing both male and female students equal opportunities for exploration, questioning, and problem-solving. The result also aligns with the study of Eze (2022), which reported that both boys and girls benefited equally from inquiry-oriented instructional approaches however, this disagreed with the findings of Issaka (2020) who found that sex had influence on science and mathematics achievement when inquiry-based or discovery methods were used.

            Lastly, finding from the study shows that there is no significant difference between the mean achievement scores of urban and rural students taught using Inquiry-Based Teaching strategy. This may be due to the nature of inquiry-based instruction, which emphasizes independent thinking and discovery rather than reliance on external resources or environment. Students in both urban and rural settings may have had equal opportunity to engage with the content through guided inquiry. This finding agrees with Salami (2022) who found that location did not significantly affect students’ achievement when innovative and student-centered instructional strategies were used. It also supports the position of Aguele (2004), who argued that modern teaching strategies can bridge the urban-rural learning gap.

Conclusion/Policy Recommendations

            Based on the findings from the study, it was concluded that Peer Teaching (PT) strategy was more effective than Inquiry-Based Teaching (IBT) strategy, as students taught using PT had higher achievement scores. Furthermore, the study shows that sex and location had no significant effect on students’ achievement when each instructional strategy was applied independently. The researcher therefore recommends that mathematics teachers should be encouraged to adopt Peer Teaching and Inquiry-Based Teaching strategies, especially Peer Teaching, as it has proven to be more effective in enhancing students’ academic achievement in mathematics. These strategies should be deliberately incorporated into classroom practice to promote active learning, peer interaction, and deeper understanding of mathematical concepts.

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Margins to Mainstream: Representations of Power and Identity in Selected Indian English Novels

Priyanka Yadav

Research Scholar

Dept. of English, J. P. University, Chapra.

Abstract:

Indian English fiction has emerged as a significant literary space for exploring the complex relationship between power, identity, and marginalization in postcolonial society. As India continues to undergo rapid social, economic, and cultural transformations, questions of inclusion, exclusion, and representation have gained renewed importance. This paper examines how selected Indian English novels represent the movement from marginality to mainstream visibility, focusing on the negotiation of power and identity among historically disadvantaged individuals and communities. Through an analysis of Kiran Desai’s The Inheritance of Loss, Arundhati Roy’s The God of Small Things, and Aravind Adiga’s The White Tiger, the study explores how these texts portray struggles against social hierarchies rooted in class, caste, gender, and economic inequality. Drawing on postcolonial theory and cultural studies, the paper argues that these novels challenge dominant narratives of progress and nationhood by foregrounding marginalized voices and highlighting the ethical implications of social mobility. While the protagonists seek recognition and empowerment, their journeys reveal the limitations and contradictions of mainstream inclusion. The study demonstrates that contemporary Indian English fiction functions as a critical medium for interrogating power structures and reimagining identity in an unequal society.

Keywords: Margins, Mainstream, Power, Identity, Indian English Fiction, Marginalization, Postcolonial Studies, Social Inequality, Representation

Introduction

The transition from marginality to mainstream participation is a central concern in postcolonial societies marked by historical inequalities and uneven development. In India, centuries of caste hierarchy, colonial exploitation, and economic disparity have produced deep-rooted social divisions. Although independence and constitutional democracy promised equality and justice, structural barriers continue to restrict access to power and resources for large segments of the population. As a result, the movement from margins to mainstream remains fraught with tension, conflict, and compromise.

Indian English literature has played a vital role in articulating these social realities. From its early nationalist phase to its contemporary global presence, this literary tradition has engaged with issues of identity, belonging, and power. In recent decades, novelists have increasingly focused on marginalized individuals and communities whose experiences challenge celebratory narratives of development and modernization. Through their stories, writers expose the complexities of social mobility and question the moral foundations of success.

Kiran Desai, Arundhati Roy, and Aravind Adiga are among the most prominent contemporary writers who examine these issues. Their novels depict characters who inhabit social, economic, and cultural margins and attempt to negotiate entry into mainstream society. The Inheritance of Loss explores globalization and cultural displacement. The God of Small Things examines caste and gender oppression. The White Tiger critiques neoliberal capitalism and class exploitation. Together, these works provide a comprehensive perspective on the dynamics of power and identity in modern India.

This paper seeks to analyze how these selected novels represent the journey from marginality to mainstream visibility and how power relations shape identity formation in this process. It argues that while these narratives highlight possibilities of resistance and self-assertion, they also reveal the ethical and psychological costs of social mobility. By adopting a comparative approach, the study aims to demonstrate how contemporary Indian English fiction functions as a critical discourse on inclusion, exclusion, and social justice.

Theoretical Framework: Power, Identity, and Marginality

The relationship between power and identity has been a central concern in social and cultural theory. Michel Foucault conceptualizes power as a pervasive force that operates through institutions, discourses, and everyday practices. Rather than being concentrated in a single authority, power circulates within social networks and shapes subjectivity. Individuals internalize dominant norms and values, often reproducing their own subordination.

In postcolonial contexts, power is further complicated by colonial legacies and global inequalities. Scholars such as Edward Said, Homi Bhabha, and Gayatri Chakravorty Spivak have emphasized how representation and discourse influence the construction of identity. Colonial and nationalist narratives often marginalize subaltern voices, portraying them as passive or inferior. Postcolonial literature seeks to challenge these representations by foregrounding alternative perspectives.

Identity is not a fixed essence but a dynamic process shaped by social interactions and historical conditions. Stuart Hall argues that identity is constructed through difference and negotiation rather than through stable origins. For marginalized individuals, identity formation involves constant negotiation between imposed labels and personal aspirations. The desire for mainstream acceptance often requires conformity to dominant norms, resulting in tensions between authenticity and adaptation.

Marginality refers to social positions characterized by exclusion from political, economic, and cultural power. Marginalized groups include lower castes, women, ethnic minorities, migrants, and the urban poor. Their experiences are shaped by limited access to education, employment, and representation. Literature provides a crucial space for articulating these experiences and contesting dominant ideologies.

This paper draws on postcolonial theory, cultural studies, and sociological perspectives to analyze how Desai, Roy, and Adiga represent power and identity. It focuses on narrative voice, characterization, spatial settings, and symbolic structures to explore how marginalized subjects negotiate their positions within unequal social systems.

Globalization and Cultural Marginality in Kiran Desai’s The Inheritance of Loss

Kiran Desai’s The Inheritance of Loss offers a nuanced portrayal of globalization and its impact on individual identities. Set in Kalimpong and interwoven with the immigrant experience in the United States, the novel explores how economic and cultural forces reshape social relations. Desai presents globalization as a contradictory process that generates both aspiration and alienation.

Biju, an undocumented immigrant, represents the marginalized global laborer. His migration to America is driven by the hope of economic mobility and social recognition. However, his reality is marked by exploitation, insecurity, and invisibility. Working in restaurant kitchens under harsh conditions, Biju remains excluded from mainstream society. His experience reveals how global capitalism depends on cheap, disposable labor.

In India, the judge Jemubhai Patel embodies internalized colonialism and elite alienation. Educated in England, he rejects his cultural roots and family relationships. His obsession with Western norms reflects a desire for mainstream acceptance shaped by colonial hierarchies. Yet, this pursuit results in emotional isolation and moral emptiness.

Sai and Gyan represent a younger generation negotiating hybrid identities. Their relationship is affected by political unrest and social insecurity associated with the Gorkhaland movement. This movement reflects regional marginalization and struggles for recognition. Desai portrays it as an expression of frustrated aspirations rather than a coherent political project.

Through these interconnected narratives, Desai illustrates how the journey from margins to mainstream is marked by loss and compromise. Her characters seek belonging within global and national frameworks but encounter structural barriers and emotional dislocation. The novel suggests that mainstream inclusion often requires the suppression of cultural and emotional authenticity.

Caste, Gender, and Social Exclusion in Arundhati Roy’s The God of Small Things

Arundhati Roy’s The God of Small Things presents a powerful critique of caste and gender hierarchies (Roy 275). Velutha represents the most marginalized figure in the novel, excluded from social mobility despite his abilities (Roy 286). His death symbolizes the violent enforcement of social order (Roy 290).

Ammu’s marginalization reflects patriarchal oppression and economic vulnerability (Roy 223). Her tragic fate exposes the limitations placed on women in postcolonial society (Loomba 156).

Estha and Rahel’s fragmented identities reflect social disintegration under modern pressures (Roy 210). Roy’s non-linear narrative challenges dominant historical discourse (Said 91).

Velutha, an Untouchable carpenter, represents the most marginalized figure in the novel. Despite his technical skills and political awareness, he remains excluded from social mobility. His relationship with Ammu violates caste boundaries and provokes violent repression. Velutha’s death symbolizes the brutal enforcement of social order and the silencing of subaltern aspirations.

Ammu’s marginalization reflects the intersection of gender and class oppression. As a divorced woman without economic independence, she occupies a precarious position within patriarchal society. Her emotional strength and intellectual capacity cannot protect her from social stigma. Her tragic fate exposes the limitations placed on women within both traditional and modern frameworks.

The twin protagonists, Estha and Rahel, experience psychological fragmentation resulting from social conflict and familial breakdown. Their dislocated identities mirror the disintegration of social cohesion under modern pressures. Roy’s non-linear narrative structure reflects this fragmentation and challenges conventional historical representation.

Roy’s novel emphasizes that movement from margin to mainstream is systematically obstructed for certain groups. Caste and gender function as rigid boundaries that restrict social mobility. At the same time, Roy highlights small acts of love, memory, and storytelling as forms of resistance. These acts preserve marginalized identities within hostile social environments.

Class Mobility and Ethical Ambiguity in Aravind Adiga’s The White Tiger

Aravind Adiga’s The White Tiger presents a stark portrayal of class inequality in neoliberal India. Through the voice of Balram Halwai, the novel exposes the structural barriers that prevent social mobility. Adiga adopts a confessional narrative style that allows the marginalized protagonist to articulate his own experience.

Balram originates from rural poverty and systemic neglect. His early life is marked by hunger, child labor, and limited educational opportunities. Despite his intelligence, institutional constraints restrict his advancement. The novel challenges the myth that hard work alone can ensure success in a competitive society.

Working as a driver for a wealthy family, Balram gains insight into elite lifestyles and moral hypocrisy. His employers embody the contradictions of modernity, combining Westernized habits with feudal attitudes. Corruption and exploitation are normalized within this system, reinforcing class divisions.

Balram’s decision to murder his employer and establish his own business represents a radical attempt to enter the mainstream. By rejecting servitude, he asserts his agency within an unjust system. However, his success is achieved through violence and deception, raising ethical questions about the nature of empowerment.

Adiga does not present Balram as a heroic figure but as a product of structural inequality. His transformation exposes the moral costs of upward mobility in a society that rewards ruthlessness. The novel suggests that mainstream inclusion under neoliberal capitalism often requires complicity in exploitation.

Aravind Adiga’s The White Tiger critiques neoliberal inequality through Balram’s narrative (Adiga 147). Balram’s background in poverty reflects structural neglect (Adiga 32). His employers’ corruption exposes elite hypocrisy (Adiga 89).

Balram’s murder of his employer represents a radical attempt to escape servitude (Adiga 176). However, his success raises ethical concerns (Foucault 104). Adiga presents him as a product of systemic injustice (Adiga 181).

Comparative Perspectives on Power and Identity

All three novels critique dominant narratives of progress (Young 144). Desai focuses on emotional displacement (Desai 194), Roy emphasizes caste and gender violence (Roy 286), and Adiga highlights economic exploitation (Adiga 176).

Their narrative strategies differ significantly, reflecting varied ideological positions (Nayar 138). Together, these texts suggest that movement from margins to mainstream is uneven and morally complex (Hall 231).

Desai emphasizes emotional displacement and cultural hybridity, portraying marginality as a condition of existential uncertainty. Roy foregrounds caste and gender oppression, presenting exclusion as violently enforced. Adiga focuses on economic exploitation and class conflict, depicting resistance in pragmatic and confrontational terms.

Narrative strategies also differ. Desai employs lyrical prose and multiple perspectives to convey fragmentation. Roy uses experimental structure and symbolic imagery to challenge linear history. Adiga adopts a satirical and confessional voice to provoke critical reflection. These stylistic choices shape how power and identity are represented.

In terms of agency, Desai’s characters remain largely constrained, Roy’s characters resist but are defeated, and Adiga’s protagonist succeeds through transgression. This variation reflects different ideological positions regarding social change. Together, these narratives suggest that movement from margins to mainstream is uneven, precarious, and morally complex.

Conclusion

The selected novels of Kiran Desai, Arundhati Roy, and Aravind Adiga provide profound insights into the dynamics of power and identity in contemporary India. Through diverse narrative techniques and thematic concerns, these writers explore how marginalized individuals negotiate their positions within unequal social systems. Their works challenge celebratory narratives of modernization and development by foregrounding lived experiences of exclusion and struggle.

By tracing journeys from marginality to mainstream visibility, these novels reveal the ethical, emotional, and psychological costs of social mobility. They demonstrate that inclusion within dominant structures often requires compromise, conformity, and moral ambiguity. At the same time, they highlight the resilience and creativity of marginalized subjects who resist erasure.

This study affirms that contemporary Indian English fiction functions as a vital site for interrogating social hierarchies and reimagining identity. Desai, Roy, and Adiga not only represent social realities but also reshape literary discourse to accommodate marginalized voices. Their narratives invite readers to reconsider prevailing notions of success and progress and to envision more equitable and humane forms of social organization.

In a rapidly changing society marked by persistent inequality, these novels remain deeply relevant. They remind us that true movement from margins to mainstream requires not only individual effort but also structural transformation and ethical commitment.

Works Cited

Adiga, Aravind. The White Tiger. HarperCollins, 2008.

Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. 2nd ed., Routledge, 2002.

Bhabha, Homi K. The Location of Culture. Routledge, 1994.

Desai, Kiran. The Inheritance of Loss. Hamish Hamilton, 2006.

Dugaje, Manohar. Migration and Psychological Experience of ‘Resettlement’ in Chitra Banerjee Divakaruni’s The Mistress of Spices. Research Review -An International Multidisciplinary Journal. Vol. 04, Issue No. 57. Jan. 2018. https://www.researchreviewonline.com/issues/volume-4-issue-57-january-2018/RRJ973131

Foucault, Michel. Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. Edited by Colin Gordon, Pantheon, 1980.

Hall, Stuart. “Cultural Identity and Diaspora.” Identity: Community, Culture, Difference, edited by Jonathan Rutherford, Lawrence & Wishart, 1990, pp. 222–237.

Loomba, Ania. Colonialism/Postcolonialism. 2nd ed., Routledge, 2005.

Roy, Arundhati. The God of Small Things. IndiaInk, 1997.

Said, Edward W. Orientalism. Vintage Books, 1979.

Spivak, Gayatri Chakravorty. “Can the Subaltern Speak?” Marxism and the Interpretation of Culture, edited by Cary Nelson and Lawrence Grossberg, U of Illinois P, 1988, pp. 271–313.

Young, Robert J. C. Postcolonialism: An Historical Introduction. Blackwell, 2001.