EFFECTS OF GUIDED DISCOVERY APPROACH ON STUDENTS’ ACADEMIC PERFORMANCE IN ECOLOGY IN SENIOR SECONDARY SCHOOLS
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- 1-5 Chapters
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- Recommended for : Student Researchers
- NGN 3000
ABSTRACT
This study investigated the effect of Guided Discovery instructional strategies on JSS Students performance and attitude in Kaduna state. A qausi-experiment with pretest-posttest control group design adopted the 3x2 factorial analysis was employed for variable matching. The sample consisted of 381 Government JSS II students made of 195 males and 186 female students drawn from a population of six thousand four hundred and thirty one students of GJSS using stratified random sampling by balloting in thirty (30) junior secondary schools in Kaduna state. The research instruments used were: Ecology Performance Test (GPT) and Students Ecology Attitude Questionnaires (SGAQ). These instruments were validated and reliability coefficient estimated as r=0.98 and r=0.86 respectively. The five hypotheses were tested and analyzed using t-test ANOVA, ANCOVA and Kruskal Wallis Statistics. Post Hoc Scheffe and Least Significant Difference (LSD) were used to detect the source, magnitude and direction of such significant variations. All hypotheses were tested at P< 0.05 level of significance. The findings showed that: (1) there is significant difference among three groups of students when exposed to , Guided Discovery and Lecture Method (ii) there is significant difference in performance between male and female student when exposed to , guided discovery and those expose to lecture method. (iii) significant difference exist among the three groups in mean attitude score toward Ecology when exposed to , guided discovery instructional strategies and those taught using lecture method . (iv) There is significant mean difference between male and female attitude towards Ecology when exposed to problems solving, guided discovery and those in lecture method. Based on this finding, it is recommended that problems solving instructional strategy should be adopted in teaching the JSS student because this strategy produced higher mean score in performance among the students. This implies that mathematics teachers should be trained through seminars and workshops on how to effectively design and use the guided discovery strategies in teaching Ecology concepts. Conclusively, the guided discovery strategies are viable alternatives to the lecture method particularly in teaching abstract Ecology concepts among the JSS students.
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