IMPACT OF GUIDED-DISCOVERY METHOD ON INTEREST AND ACADEMIC ACHIEVEMENT OF SENIOR SCHOOL STUDENTS IN PHYSICS IN ILORIN, NIGERIA
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Date
2020-06
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Journal of Curriculum and Instruction
Abstract
The study comprised of 240 students, experiments 124 students and 12 physics teachers
selected by multistage random sample from twelve senior secondary schools in Ilorin,
Nigeria. This study was carried out to examine the impact of guided discovery method
(G.D.M) on interest and academic achievement of senior school students in physics (the
backbone of technology). The influence of age, location and gender on the interest and
achievement of SS One students taught using G.D.M was also examined. Four research
questions and null hypotheses were generated and formulated to guide the study. Quasi
experimental design using questionnaire technique was adopted. Kuder Richardson
formula 21 was used to determine internal consistency of the instruments (PAT and PIIS).
The reliability coefficient of .79 and .64 were obtained. The mean score was used to answer
research questions and hypotheses tested using ANCOVA statistics at .05 level of
significance. When physics were taught using G.D.M, gender or age was not a significant
factor of students’ overall achievement, but this method has a significant impact on
students’ interest in physics. Recommendations were suggested that the policy makers and
curriculum planners should not only elucidate those effective teaching methods or
approaches to be used, but they should monitor their implementation as well among others.
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Keywords
Gender, Location, Guided-Discovery Method, Interest, Achievement
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