Effect of Guided-Discovery Learning Strategy on Students’ Academic Performance in Basic Science in Secondary Schools in Obio/Akpor LGA, Rivers State

Abstract

The study investigated the effect of the guided discovery method on students’ academic performance in basic science in public secondary schools in Obio/Akpor LGA in Rivers State. The study adopted a quasi-experimental design with non-equivalent control groups. Three research questions guided the study, while three hypotheses were tested. The study's sample consisted of 80 JSS II students from two intact classes in two junior secondary schools in Obio/Akpor LGA in Rivers State, drawn using simple random sampling techniques. The experimental group was taught using the guided discovery method, while the control group was taught using the lecture method. The Basic Science Achievement Test (BSAT) was designed, and validated, and its reliability was determined. The research questions were answered using descriptive statistics (mean and standard deviation), while the hypotheses were tested at 0.05 levels of significance with the Analysis of Covariance (ANCOVA) and independent t-test. The results revealed that the guided discovery instructional method outperformed the conventional instructional method in facilitating students' performance in basic science. After the treatment, there was no significant difference in the mean scores of male and female students in basic science, although male students performed slightly better than their female counterparts. On the efficacy of the method at the class level, there was a significant difference between the classes. It was revealed that mode of instruction (method) and gender had a significant ordinal interaction effect on students' performance in basic science. The guided discovery method was more effective than the conventional method. Based on the findings of the study, some recommendations were made.