International Journal of Research and Innovation in Applied Science (IJRIAS) | Volume VI, Issue XII, December 2021 | ISSN 2454–6194

Effect of Guided-Discovery Approach on Students Academic Achievement in Mathematics in Senior Secondary School in Ushongo Local Government Area, Benue State

Abari, M.T. and Ikyule, P.U.
Mathematics Education Department
Joseph Sarwuan Tarka University Makurdi

ABSTRACT
This research investigated the effect of guided discovery approach on Students’ Academic Achievement in Mathematics in Senior Secondary Schools in Ushongo Local Government Area, Benue state, Nigeria, with a view to establishing whether or not guided-discovery teaching approach would have effect on students‟ achievement in Mathematics. The study raised two specific objectives, two research questions and two related null hypotheses. 120 students were randomly selected for the study as the sample. The instrument for the study was mathematics achievement test. Research questions were answered using mean and standard deviation while analysis of covariance (ANCOVA) was employed in testing null hypotheses at 0.05 level of significance. The findings revealed no significant difference in mean achievement scores of students taught mathematics using Guided-discovery teaching method and those taught with lecture method. The findings also revealed no significant difference in mean achievement scores of male and female students taught Mathematics using Guided discovery approach.

Keywords; Guided-Discovery approach, Mathematics, Achievement

INTRODUCTION

Guided discovery involves helping learners to discover certain facts or answer to a given problem. Learners most often depend on their teachers to provide all answers they need. Guided discovery also involves inquiry method that stimulates learner’s interest in seeking information about ideas and concepts by asking questions. Guided discovery drills learners and enables them to search for knowledge in a systematic and logical way. Guided discovery promotes independent reasoning and self-reliance while the teacher guides, directs and re-directs which can lead the learner to the answers. Guided discovery is time consuming and expensive but helps learners to develop skills of observation, exploration and questioning. Guided discovery promotes active participation, team work cooperation and tolerance among learners (Modebelu & Duvie, 2012).