Effect Of Guided Discovery Teaching Strategy on Students’ Achievement In Basic Science, Federal Capital Territory, Abuja
Abstract
The study examined effect of guided discovery teaching strategy on students’ achievement in basic science, Federal Capital Territory, Abuja. The study employed a quasi-experimental design with pre-test, post-test, and non-equivalent control groups. Intact classes were used, divided into experimental and control groups, where guided discovery and conventional teaching methods were applied, respectively. The sample comprised 104 JSS II students from Gwagwalada Area Council, selected using a multi-stage sampling process involving purposive and random sampling. Data collection instruments included the Basic Science Achievement Test (BSAT), validated by two lecturers and tested for reliability using KR-21 which gave index of (0.76). Lessons spanned eight weeks with distinct lesson plans for each group. Data collection occurred over three phases: pre-test, treatment, and post-test. Descriptive statistics and ANCOVA were employed for analysis using SPSS version 21, with hypotheses tested at a 0.05 significance level. The study found that students taught Basic Science using the guided discovery method had significantly higher academic achievement than those taught with conventional methods. It was concluded that guided discovery method significantly enhanced students' academic achievement in Basic Science, aligning with constructivist learning theories. Therefore, the study made recommended among others that teachers should incorporate the guided discovery method into Basic Science teaching to foster active engagement and improve achievement.
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