Comparative effect of Guided Discovery and Discuss Teaching Methods on Basic Science and Technology Students' Achievement and Retention in Keffi Education Zone, Nigeria
| dc.contributor.author | Peter, Ashlame Agu | |
| dc.contributor.author | Aku, Philip Eggon | |
| dc.date.accessioned | 2023-12-13T07:25:41Z | |
| dc.date.available | 2023-12-13T07:25:41Z | |
| dc.date.issued | 2016-11-11 | |
| dc.description.abstract | This study a 3a m . designed to compare the effect oj guided discovery and discussion teaching methods on basic J mence technology students’ achievement and retention in Keffi education zone, Nigeria. The study employed a Qiiasi-experimental research design where ore and.nnxt text* wpp* nn tU» laboratory. The sample used for the study ............................ ^ ............ Wjf^ where one of the schools served as experimental group, while'the other one OThirty (30) multiple choice test items were developed and validated bv three ex was ---------- ui jlwjji auuuuuuri zone, Nigeria, ine sruay pip oyec Quasi-pre post tests were used on settings outside the nmtnvM TUo was 98 Junior Secondary II students. The study used two intact was used as control group. _ r developed and validated by three experts in the Department of Science, Technology and Mathematics Education, Nasarawa State University, Keffi. The two intact classes were Mtaught 6 topics, 3 in basic science and 3 in basic technology; for a period of six weeks. Guided Discovery was ml($ed f°r teaching the experimental group while Discussion method vivas used for the conti'ol group. Data collected after the treatment was analyzed using means and standard deviations for the research questions |W/z//e /INC OVA was used to test the null hypotheses at 0.05 level of significance. From the data collected, it was B/bwrtr/ that students who were exposed to guided discovery performed slightly belter and retained more ^knowledge of the subject than those who were taught using discussion teaching method. However, the results of ^he hypotheses tests revealed that the differences in the mean achievement and retention scores of the two j groups were not significant. Hence, the study recommends that the two methods could be used interchangeably for teaching basic science\ and technology in secondary schools in keffi Education Zone, Nigeria | en_US |
| dc.identifier.citation | Eggon, P.E. & Peter A.A. (2016) Comparative effect of Guided Discovery and Discuss Teaching Methods on Basic Science and Technology Students' Achievement and Retention in Keffi Education Zone, Nigeria | en_US |
| dc.identifier.uri | https://keffi.nsuk.edu.ng/handle/20.500.14448/3930 | |
| dc.language.iso | en | en_US |
| dc.publisher | Department of Science, Technology and Mathematics Education, Nasarawa State University Keffi q | en_US |
| dc.subject | Comparative effect, Guided discovery method, Discussion method, Approach, Basic science and technology, Teaching, Achievement, Retention. | en_US |
| dc.title | Comparative effect of Guided Discovery and Discuss Teaching Methods on Basic Science and Technology Students' Achievement and Retention in Keffi Education Zone, Nigeria | en_US |
| dc.type | Article | en_US |