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The Relationship Between Guided Discovery Method (Gdm) And
Knowledge Retention Among Electrical Installation Students in
Benue State
Okebe Ajima, James Tsetsim, Paul Aidi
Department of Business Management, Benue State University Makurdi, Nigeria
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000198
Received: 02 October 2025; Accepted: 10 October 2025; Published: 07 November 2025
ABSTRACT
This study examined the relationships between Guided Discovery Method (GDM) components and knowledge
retention among Electrical Installation students in Benue State. The research objectives were to explore the
associations between teacher guidance and scaffolding, problem-solving activities, and collaborative learning
with students’ knowledge retention. A correlational survey design was employed with 323 valid responses from
Electrical Installation students across technical schools in Makurdi Metropolis. Data were collected using a
structured questionnaire adapted from validated scales, with Cronbach’s alpha coefficients ranging from 0.91 to
0.94, indicating high internal consistency. Data analysis involved descriptive statistics, Pearson correlation, and
multiple regression analyses. The results revealed significant positive correlations between all three GDM
components and knowledge retention: teacher guidance and scaffolding (r = .691, p < .01), problem-solving
activities (r = .688, p < .01), and collaborative learning (r = .678, p < .01). Multiple regression analysis produced
an R value of 0.701 and an adjusted R² of 0.485, indicating that these variables jointly accounted for 48.5% of
the variance in students' knowledge retention scores. However, the high inter-correlations among predictors (e.g.,
r = .989 between teacher guidance and problem-solving) indicate multicollinearity, suggesting that the GDM
components likely measure closely related aspects of the same instructional construct. Therefore, the results
should be interpreted as the combined influence of GDM rather than distinct effects of each component. The
study concludes that GDM components show strong positive relationships with knowledge retention measures.
It recommends that technical education teachers adopt GDM as an integrated pedagogical approach. Future
research should employ longitudinal or experimental designs with pre-tests and delayed post-tests to establish
causation and measure actual long-term knowledge retention.
Keywords: Guided Discovery Method, Knowledge Retention, Electrical Installation, Technical Education,
Correlational Study, Benue State
Background to the Study
Teaching strategies have long been recognized as crucial determinants of students’ learning outcomes and
retention, particularly in vocational and technical education where practical skills and conceptual understanding
are required. One such learner-centered strategy is the Guided Discovery Method (GDM). GDM is a teaching
approach in which learners are actively involved in exploring concepts, solving problems, and discovering
knowledge with the guidance of the teacher, rather than being passive recipients of information (Eggen &
Kauchak, 2019). This method emphasizes active participation, critical thinking, and problem-solving, making it
especially relevant to technical fields like Electrical Installation.
In this study, the independent variable is the Guided Discovery Method (GDM), which emphasizes learner-
centered instruction. The method has several key dimensions. First, it involves teacher guidance and scaffolding,
where the instructor provides structured support to facilitate students’ learning process. Second, it incorporates
problem-solving activities that actively engage learners in critical thinking and exploration of concepts. Third,
it promotes collaborative learning, encouraging teamwork and interaction among students as they work together
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to discover knowledge. Finally, GDM emphasizes hands-on practical exploration, which aligns learning tasks
with vocational training and helps students connect theory to practice.
Knowledge retention, on the other hand, refers to the students’ ability to remember and apply learned concepts
over time, particularly during later assessments or in real-life problem-solving contexts (Okolie et al., 2021).
The dimensions of knowledge retention include immediate recall, which reflects short-term remembrance of
learned content; delayed recall, which refers to the ability to retain knowledge over a longer period; and the
application of knowledge, which involves transferring and utilizing retained information in practical or novel
situations
The relationship between the independent and dependent variables lies in the fact that GDM provides
opportunities for deeper engagement with content, which enhances comprehension and encourages long-term
retention (Mayer, 2020). Compared with traditional lecture methods, guided discovery promotes active learning,
which has been shown to significantly improve retention in science, technology, and vocational education (Audu,
2022).
Within the context of Electrical Installation education in Benue State, the use of effective teaching methods is
crucial. Electrical Installation is a core trade in Technical and Vocational Education and Training (TVET),
designed to equip students with both theoretical knowledge and practical skills for employability and
technological advancement. However, despite its importance, many students in Benue State continue to perform
poorly in national technical examinations and often struggle with applying concepts in real-world settings
(National Business and Technical Examinations Board [NABTEB], 2022). This suggests that the prevalent
instructional strategies often teacher-centered and lecture-driven may not adequately foster understanding and
knowledge retention among learners (Eze & Okonkwo, 2021).
Therefore, applying the Guided Discovery Method could provide a more interactive, problem-solving, and
hands-on approach that aligns with the practical nature of Electrical Installation. By encouraging active
involvement and facilitating deeper learning, GDM has the potential to bridge the gap between theory and
practice, thereby improving students’ long-term knowledge retention in Benue State.
Statement of the Problem
Despite the crucial role of Technical and Vocational Education in producing skilled manpower for national
development, students’ performance in Electrical Installation in Benue State remains below expectation. Reports
from NABTEB (2022) reveal persistent cases of poor academic achievement and low pass rates in electrical-
related subjects among technical students. Additionally, many graduates of technical colleges demonstrate
limited retention of knowledge, which hampers their ability to solve practical problems and apply acquired skills
in real-life situations (Okolie et al., 2021).
Several factors have been identified as contributors to this challenge, including inadequate teaching resources,
insufficient exposure to hands-on practice, and reliance on traditional lecture-based methods that emphasize rote
memorization rather than conceptual understanding (Eze & Okonkwo, 2021). These approaches limit students’
active participation and problem-solving skills, leading to surface learning and poor retention over time.
The Guided Discovery Method presents itself as a viable instructional strategy to address these gaps. By
engaging students in structured problem-solving, fostering collaboration, and allowing them to discover
principles through guided exploration, GDM encourages deeper comprehension and long-term retention (Mayer,
2020; Audu, 2022). However, in Benue State, little is known about the extent to which this method has been
applied in Electrical Installation instruction and whether it significantly impacts students’ knowledge retention.
This study, therefore, seeks to fill this gap by empirically investigating the impact of the Guided Discovery
Method on the knowledge retention of Electrical Installation students in Benue State. It aims to determine
whether adopting this learner-centered strategy can improve outcomes and equip students with the competencies
required for success in technical education and industry
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Objectives of the Study
The main objective of this study is to examine the relationships between the components of the Guided Discovery
Method (GDM) and the knowledge retention of Electrical Installation students in Benue State. The specific
objectives are to:
i. Examine the relationship between teacher guidance and scaffolding and the knowledge retention of Electrical
Installation students in Benue State.
ii. Assess the association between problem-solving activities and the knowledge retention of Electrical Installation
students.
Determine the relationship between collaborative learning and the knowledge retention of Electrical Installation
students.
Research Hypotheses
The following null hypotheses were tested:
H₀₁: There is no significant relationship between teacher guidance and scaffolding and the knowledge retention
of Electrical Installation students in Benue State.
H₀₂: There is no significant relationship between problem-solving activities and the knowledge retention of
Electrical Installation students in Benue State.
H₀₃: There is no significant relationship between collaborative learning and the knowledge retention of Electrical
Installation students in Benue State.
REVIEW OF RELATED LITERATURE
Conceptual Framework
Guided Discovery Method: Definition and Core Components
The Guided Discovery Method (GDM) represents a pedagogical approach rooted in constructivist learning
theory, where students actively construct knowledge through structured exploration with teacher support
(Bruner, 1966). Unlike pure discovery learning, GDM provides scaffolding to prevent students from becoming
lost in unproductive exploration while maintaining the benefits of active learning (Brown & Campione, 1994).
Contemporary implementations of GDM in technical education contexts emphasize four key dimensions:
Teacher Guidance and Scaffolding: This involves providing structured support that gradually decreases as
student competence increases. Teachers offer prompts, worked examples when needed, and strategic questioning
to guide student thinking without providing direct answers (Vygotsky's Zone of Proximal Development).
Problem-Solving Activities: Students engage with authentic problems that require hypothesis formation,
testing, and reflection rather than passive reception of procedures. In electrical installation contexts, this might
involve diagnosing circuit faults or designing wiring solutions.
Collaborative Learning: Small-group work where students share hypotheses, debate solutions, and co-
construct understanding. Peers serve as additional scaffolds during the discovery process.
Hands-on Practical Exploration: Direct manipulation of materials and equipment that provides immediate
feedback and connects abstract concepts to physical reality.
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Knowledge Retention: Conceptualization and Dimensions
Knowledge retention refers to the persistence of learned information and skills over time, encompassing both
recall and application capabilities (Ebbinghaus, 1885/1913).
Contemporary cognitive psychology distinguishes three key dimensions:
Immediate Retention: The ability to recall or demonstrate learned material shortly after instruction (minutes to
days). This reflects successful initial encoding and short-term memory processes.
Delayed Retention: The persistence of knowledge over extended periods (weeks to months), indicating
successful consolidation into long-term memory through rehearsal and meaningful connections.
Transfer and Application: The ability to apply retained knowledge in novel contexts or problem-solving
situations, representing the highest level of retention that enables practical competence.
Theoretical Framework
Constructivist Learning Theory
This study is grounded in constructivist learning theory, drawing primarily from the works of Piaget (1952),
Bruner (1966), and Vygotsky (1978). Constructivism posits that learners actively build knowledge by connecting
new experiences with existing cognitive structures rather than passively receiving information.
Piaget's Contribution: Emphasized how learners reorganize mental frameworks through assimilation
(incorporating new information into existing schemas) and accommodation (modifying schemas to fit new
information).
Bruner's Discovery Learning: Advocated for learning through exploration and problem-solving, with the
teacher's role being to structure experiences that enable students to discover principles themselves.
Vygotsky's Social Constructivism: Introduced the Zone of Proximal Development (ZPD), highlighting how
learners achieve more with appropriate support from teachers or peers than they can accomplish independently.
Information Processing Theory
Information Processing Theory (Atkinson & Shiffrin, 1968; Baddeley, 2000) provides a cognitive framework
for understanding how GDM might enhance retention. The theory describes learning as involving encoding
(initial processing), storage (maintaining information in memory), and retrieval (accessing stored information).
GDM potentially enhances each stage: active exploration improves encoding through deeper processing;
scaffolded practice supports consolidation; and problem-solving activities strengthen retrieval pathways through
varied practice contexts.
Empirical Review
GDM in Technical and Vocational Education
Iloma (2019) conducted a quasi-experimental study examining GDM's impact on achievement in domestic
electrical installation testing among 291 vocational students across three South-South Nigerian states. Using a
43-item achievement test (α = 0.87), the study found significantly higher performance for students receiving
GDM compared to traditional lecture methods. However, the study's use of intact classes and purposive school
selection limits causal inference, and the absence of retention measures restricts understanding of long-term
learning effects.
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Ogbebor and Oviawe (2023) compared demonstration and lecture methods among 61 Vocational II students in
Edo State technical colleges using the Electrical Installation and Maintenance Works Achievement Test. Results
showed demonstration method superiority over lecture approaches, with no significant gender effects. The small,
purposively selected sample limits generalizability, and the study focused on immediate achievement rather than
retention outcomes.
GDM in Science and Mathematics Education
Yusuf (2020) examined GDM's impact on physics interest and achievement among 240 senior secondary
students across 12 schools in Ilorin. Using multistage random sampling, the study found significant
improvements in both interest (α = 0.64) and achievement (KR-21 = 0.79) measures. While the broader sampling
enhances generalizability, the lower reliability of the interest measure and absence of retention testing limit
conclusions about sustained learning effects.
Udo and Umoh (2024) conducted a three-group quasi-experimental study comparing guided-discovery,
demonstration, and expository methods on probability achievement and retention among 183 SS2 students.
Results indicated demonstration exceeded both guided-discovery and traditional methods on immediate and
retention measures. The study's strength lies in measuring both achievement and retention, though purposive
sampling of well-resourced schools may limit transferability to typical educational contexts.
Collaborative and Problem-Based Approaches
Uduak and Onwiodukit (2019) investigated guided-discovery and demonstration methods for entrepreneurial
skill acquisition in physics among senior secondary students in Akwa Ibom State. Using performance-based
assessments of circuit sketching and wiring skills, the study found both methods effective for skill development.
However, limited methodological details and purposive sampling restrict the strength of conclusions.
Research Gaps and Study Justification
This study fills a critical gap in the literature by providing empirical evidence on the relationships between
specific Guided Discovery Method components and knowledge retention within Nigerian technical education.
Previous studies largely focused on academic achievement rather than retention and often used quasi-
experimental designs. By adopting a correlational approach with validated instruments and high response rates,
this study contributes foundational evidence that informs future experimental investigations into the causal
effects of GDM.
Conceptual Model
Based on the theoretical framework and empirical evidence, this study examines relationships between three key
GDM components (teacher guidance and scaffolding, problem-solving activities, and collaborative learning) and
knowledge retention among electrical installation students. The model assumes that these instructional
components may be associated with enhanced retention through their impact on cognitive processing,
engagement, and meaning-making processes identified in constructivist and information processing theories.
Figure 2.1: Conceptual Model
Note: Arrows indicate hypothesized relationships to be examined through correlational analysis; causal
relationships cannot be established through the current study design.
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METHODOLOGY
Research Design
This study employed a correlational survey research design to examine the relationships between Guided
Discovery Method (GDM) components and knowledge retention among Electrical Installation students in Benue
State. The correlational design was chosen to explore associations between variables as they naturally occur
without manipulation, providing foundational evidence for future experimental investigations.
Population and Sample
Target Population
The target population consisted of all Electrical Installation students in technical colleges across Benue State,
Nigeria. However, the accessible population was limited to students in Makurdi Metropolis due to the
concentration of technical education institutions in this location.
Study Location and Justification
Makurdi was selected as the study location for several strategic reasons:
Central Geographic Location: Makurdi serves as the capital of Benue State and is centrally located, making it
representative of the state's educational and economic context.
Concentration of Technical Institutions: Makurdi houses the majority of established technical colleges in
Benue State, including:
Benue State University Technical College, Makurdi
St. Joseph Technical College, Makurdi
Resource Availability: These institutions have more developed electrical installation programs compared to
smaller technical schools in other parts of the state, ensuring adequate sample representation of students with
substantial GDM exposure.
Accessibility and Infrastructure: The central location provides better accessibility for data collection and
ensures participation from institutions with established electrical installation curricula.
Sample Size and Distribution
The study sample comprised 323 Electrical Installation students distributed across the two technical colleges
in Makurdi:
Benue State University Technical College, Makurdi: 180 students (55.7%)
St. Joseph Technical College, Makurdi: 143 students (44.3%)
This sample size was determined based on the total enrollment of Electrical Installation students in both
institutions (approximately 350 students), representing a 92.3% coverage of the accessible population.
Sampling Technique
A census sampling approach was employed, attempting to include all available Electrical Installation students
from both technical colleges. This comprehensive approach was feasible due to the manageable population size
and ensured maximum representativeness within the accessible population.
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Response Rate: Of the 330 questionnaires distributed, 323 were successfully completed and returned, yielding
a 98% response rate. This exceptionally high response rate was achieved through:
Direct administration during regular class periods
Multiple follow-up visits to ensure participation
Coordination with institutional administrators and faculty
Generalizability to Benue State
While the sample was drawn from Makurdi-based institutions, several factors support the generalizability of
findings to Benue State's broader technical education context:
Limited Alternative Institutions: Benue State has relatively few technical colleges offering comprehensive
Electrical Installation programs outside Makurdi. The two participating institutions represent the primary
centers for technical education in the state.
Standardized Curriculum: All technical colleges in Benue State follow standardized curricula prescribed by
the National Board for Technical Education (NBTE), ensuring consistency in educational content and approach
across institutions.
Student Demographics: The participating institutions draw students from across Benue State's three senatorial
zones, creating a geographically diverse student body representative of the state's population.
Resource and Infrastructure Patterns: While the Makurdi institutions may have better resources, the teaching
methods and educational challenges observed are likely representative of patterns across the state's technical
education system.
Faculty Background: Technical education instructors across Benue State typically receive similar training and
certification, supporting the transferability of findings regarding teaching method effectiveness.
Inclusion and Exclusion Criteria
Inclusion Criteria:
Students currently enrolled in Electrical Installation programs
Minimum of one semester experience in technical education
Voluntary consent to participate
Exclusion Criteria:
Students with less than one semester of technical education experience
Incomplete questionnaire responses
Students absent during data collection periods
Limitations of Sampling Approach
Despite the strategic justification for focusing on Makurdi institutions, several limitations should be
acknowledged:
Geographic Concentration: The sample represents primarily urban/semi-urban contexts and may not reflect
challenges in more rural technical schools.
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Resource Advantage: Participating institutions may have better resources than smaller technical schools
elsewhere in the state, potentially influencing the observed relationships.
Selection Effects: Students who choose to attend technical colleges in the state capital may differ systematically
from those attending local institutions.
Infrastructure Differences: Better laboratory facilities and equipment in Makurdi institutions might moderate
the effectiveness of different teaching approaches.
Future research should attempt to include smaller technical institutions across different parts of Benue State to
validate and extend these findings to more diverse educational contexts.
Research Instrument
The research instrument was a structured questionnaire divided into two sections. Section A captured the
demographic characteristics of the respondents, while Section B measured the study variables. The items in the
instrument were adapted from the works of Abtin and Pouramiri (2016) and Bataineh et al. (2015), and were
modified to suit the context of Guided Discovery Method and knowledge retention. The independent variable,
Guided Discovery Method, was operationalized through three dimensions: teacher guidance and scaffolding,
problem-solving, and collaborative learning. Teacher guidance and scaffolding was measured with four items,
problem-solving with five items, and collaborative learning with four items, while the dependent variable,
knowledge retention, was measured with four items. Knowledge retention in this study was assessed through
students’ self-reported perceptions of their ability to recall and apply learned concepts. Although this provides
valuable insights into learners’ confidence and perceived retention, it does not capture actual long-term retention
measured over time. Future studies should employ pre-tests and delayed post-tests to assess actual knowledge
persistence.
To ensure the reliability of the instrument, Cronbach’s alpha coefficients were computed for each construct. The
results showed teacher guidance and scaffolding (0.93), problem-solving (0.94), collaborative learning (0.94),
and knowledge retention (0.91), indicating high internal consistency. Data were analyzed using frequency counts
and percentages for descriptive purposes, while Pearson correlation and multiple regression analyses were
employed to test the study’s hypotheses.
RESULTS AND DISCUSSION
Testing of Hypotheses
Table 2: Correlation Matrix for Teacher Guidance and Scaffolding, Problem-Solving, Collaborative Learning
and Knowledge Retention
Variables
KR
TGS
PS
CL
Knowledge Retention (KR)
-
Teacher Guidance & Scaffolding (TGS)
.691
-
Problem-Solving (PS)
.688
.989
-
Collaborative Learning (CL)
.678
.924
.952
-
Correlation is significant at the 0.01 level (2-tailed).
Pearson correlation analysis was used to test the relationships between knowledge retention (dependent variable)
and the dimensions of the Guided Discovery Method (Teacher Guidance and Scaffolding, Problem-Solving, and
Collaborative Learning). The correlation matrix revealed extremely high correlations among the GDM
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dimensions, particularly between teacher guidance and problem-solving (r = .989). This indicates
multicollinearity and suggests that the three components of GDM are highly interrelated, measuring overlapping
aspects of guided discovery learning. Consequently, the interpretation of individual beta weights in the regression
model should be treated with caution. The overall findings are best understood as representing the collective
influence of GDM as an integrated instructional approach. To further assess the predictive strength of each
variable, multiple regression analysis was conducted, and the results are presented in Table 3.
Table 3: Summary of Multiple Regression Results (Knowledge Retention as Dependent Variable)
B
T
Sig (p)
R
R²
Adj R²
F
Sig (p)
.256
1.704
.091
.847
2.472
.014*
.537
1.226
.022*
.701
.491
.485
79.220
.001
.400
2.473
.014*
*p < .05, **p < .01
FINDINGS
As shown in Table 2, knowledge retention (KR) demonstrated significant and positive correlations with:
This implies that the three components of the Guided Discovery Method are positively associated with students’
knowledge retention. In other words, the more effectively teachers provide scaffolding, encourage problem-
solving, and foster collaborative learning, the higher the level of knowledge retention among Electrical
Installation students.
From Table 3, the regression results indicated that Teacher Guidance and Scaffolding, Problem-Solving, and
Collaborative Learning are strong predictors of knowledge retention. The model produced an R value of 0.701,
suggesting a good correlation, while the adjusted R² of 0.485 showed that these variables jointly explained 48.5%
of the variations in knowledge retention. The overall regression model was statistically significant (F = 79.220,
p < .001).
These findings align with previous studies such as Patrick et al. (2014), who reported that problem-solving and
collaborative learning approaches significantly influenced students’ performance outcomes, accounting for over
50% of the variation in learning achievement. Similar results have also been reported in related empirical works
(Azzam, 2014; Uchendu, Anijaobi-Idem, & Odigwe, 2013; Tseveendorj, 2008), confirming that guided learning
strategies enhance long-term retention and performance.
DISCUSSION OF FINDINGS
The findings of this study provide strong empirical evidence that the Guided Discovery Method significantly
and positively enhances knowledge retention among Electrical Installation students. Specifically, the three
components—Teacher Guidance and Scaffolding, Problem-Solving, and Collaborative Learning—were all
significant contributors.
1. Collaborative Learning plays a central role, as it encourages interaction and mutual support among learners,
thereby deepening understanding and enhancing retention. This agrees with Andersen (2001), who emphasized
that collaboration builds a foundation for knowledge exchange and problem-solving. Studies have shown that
when learners engage in cooperative tasks and resolve challenges collectively, their ability to recall and apply
knowledge improves significantly (Roberts-Lombard, 2011).
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2. Problem-Solving enables learners to actively engage with the subject matter rather than passively receive
information. By tackling real-life electrical installation challenges, students enhance their critical thinking skills,
which leads to stronger retention of concepts and techniques.
3. Teacher Guidance and Scaffolding ensures that learners receive the necessary support to navigate difficult
concepts while gradually building autonomy. This guided support provides clarity, structure, and motivation,
thereby reinforcing memory and comprehension.
CONCLUSION AND RECOMMENDATIONS
Conclusion
This study examined the relationships between Guided Discovery Method components and knowledge retention
among Electrical Installation. The findings revealed that the three major components of GDM—Teacher
Guidance and Scaffolding, Problem-Solving, and Collaborative Learning—have significant and positive
association with students’ knowledge retention. The correlation analysis confirmed strong associations, while
the regression results showed that these variables jointly explained 48.5% of the variations in knowledge
retention.
The implication is that when teachers provide structured guidance, encourage active problem-solving, and foster
collaboration among students, learners are more likely to retain knowledge and apply it effectively in practice.
Therefore, the Guided Discovery Method proves to be an effective learner-centered instructional strategy for
enhancing knowledge retention in technical and vocational education.
Recommendations
Based on the findings of the study, the following recommendations are made:
Integration of GDM in Curriculum Delivery: Technical and vocational education teachers, especially those
handling Electrical Installation, should adopt the Guided Discovery Method as a core teaching strategy to
enhance students’ long-term knowledge retention and practical competence.
Teacher Training and Professional Development: Education authorities and policymakers should organize
regular training workshops to equip teachers with the skills needed to effectively implement scaffolding
techniques, problem-solving activities, and collaborative learning in the classroom.
Provision of Learning Resources: Schools should provide adequate tools, laboratory equipment, and
interactive learning materials that support problem-solving tasks and group-based learning, as these will
reinforce students’ ability to discover knowledge on their own.
Encouragement of Peer Collaboration: Teachers should create opportunities for group assignments,
cooperative projects, and peer-to-peer learning sessions to strengthen collaborative learning and improve
students’ retention levels.
Policy Support: The Ministry of Education and curriculum planners should emphasize learner-centered
approaches, such as the Guided Discovery Method, in technical education policies to promote critical thinking,
innovation, and sustainable skill acquisition.
Limitations of the Study
This study has two key limitations. First, the high inter-correlation among the independent variables indicates
multicollinearity, limiting the ability to isolate the unique contribution of each GDM component. Nevertheless,
this overlap reinforces that the Guided Discovery Method operates as a holistic teaching strategy. Second,
knowledge retention was measured through self-reported perceptions at a single point in time. This approach
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captures perceived rather than objectively measured retention. Future research should adopt longitudinal or
experimental designs that assess actual retention across multiple time points.
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