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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu doi: 10.5281/zenodo.999983 Volume 3 │Issue 9 │2017 RELATIVE EFFECTIVENESS OF GUIDED DISCOVERY AND DEMONSTRATION TEACHING TECHNIQUES ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ILE-IFE, NIGERIA Bamidele Emmanuel Folounrunso, Ariyo Oyeniyi Sundayi Science and Technology Education Department Obafemi Awolowo University Ile-Ife, Osun State, Nigeria Abstract: The study compared the performance of students in Chemistry when taught with guided discovery and demonstration teaching techniques in senior secondary schools. It determined the effectiveness of guided discovery and demonstration teaching techniques in enhancing male and female students’ performance in Chemistry. The study adopted a non-equivalent pre-test, posttest control group research design. The population for the study consisted of Chemistry students in senior secondary schools in Ile–Ife. The sample consisted of Eighty four (84) students from three schools in Ife Central Local Government Area of Osun State which were selected using simple random sampling technique. One intact class each was used. The schools were randomly assigned to three groups (Guided Discovery, Demonstration and Teacher Expository) using simple random sampling technique. Two instruments were utilized for the study. They were Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC). Data collected were analyzed using Analysis of Covariance (ANCOVA) and Analysis of Variance (ANOVA).The results showed that, there was a significant difference in the performance of students exposed to guided discovery, demonstration teaching technique and those exposed to teacher expository teaching technique (F= 123.972 ; p< 0.05). The findings also showed that, there was a significant difference in the performance of male and female Chemistry students exposed to guided discovery and demonstration teaching techniques (F= 12.04; Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 663 Bamidele Emmanuel Folounrunso, Ariyo Oyeniyi Sunday RELATIVE EFFECTIVENESS OF GUIDED DISCOVERY AND DEMONSTRATION TEACHING TECHNIQUES ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ILE-IFE, NIGERIA p< 0.05). This showed that male and female students performed better when exposed to guide discovery teaching techniques. The post-hoc analysis revealed that, Guided Discovery Teaching Technique (GDTT) had a better significant effect on student academic performance than Demonstration Teaching Technique (DTT) and Teacher Expository Teaching Technique (TETT). The post - hoc analysis revealed that, male and female students exposed to GDTT performed better than those exposed to DTT and that, those exposed to GDTT had the best retention ability of the concept taught. The study concluded that, guided discovery teaching technique is a better teaching technique on students’ performance in Chemistry than demonstration teaching technique and the teacher expository method respectively. Keywords: demonstration, guided discovery, teaching, techniques, chemistry achievement 1. Introduction Chemistry is one of the science subjects which occupy a prominent place in the school Curriculum because it addresses the needs of majority through its relevance and functionality in content, practice and application (Akinbobola and Afolabi 2009). The study of Chemistry entails the learning of concepts, established principles, laws, theories and substantial laboratory work. Chemistry plays a very important role in the development of a nation, which can be seen in the economy and the standard of living of nations. In spite of the importance and utility value of Chemistry to man, it appears as if Chemistry is not being taught and presented to students in a way by which the goals of studying the subject would be achieved (Oloyede 2004). An appraisal of the current trend in classroom practices shows that the dominant method used in teaching science and mathematics is teacher-centered which tends to emphasize rote learning rather than meaningful learning (Bamidele and Oloyede 2013).This method of teaching has failed to promote genuine chemistry understanding, students’ active participation and independent works. According to Olorundare and Aderogba (2009), unless a teacher adopts suitable strategies and engage the students actively in the classroom, the students will continue to perform poorly in the sciences because students learn better, when they are actively involved in the teaching and learning processes. Irinoye, et. al (2015), to facilitate meaningful learning, students are supposed to learn for their own sake through hands –on and minds-on meta-cognitive approaches, memorization leads to regurgitation of facts, poor retention ability and non-transfer of knowledge all that served as evidence of lack of understanding thus European Journal of Education Studies - Volume 3 │ Issue 9│ 2017 664 Bamidele Emmanuel Folounrunso, Ariyo Oyeniyi Sunday RELATIVE EFFECTIVENESS OF GUIDED DISCOVERY AND DEMONSTRATION TEACHING TECHNIQUES ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ILE-IFE, NIGERIA cannot promote self-reliance. For teaching and learning to be effective, the teacher must be skillful in the selection and utilization of appropriate teaching strategies. Teaching strategy comprises of the principles and methods used for instruction. This falls into two categories; teacher-centred approaches and student-centred approaches. Some goals are better suited to teacher-centred approaches while others clearly need studentcentred approaches. Teacher-centred instruction has been criticized as ineffective and grounded in behaviourism; however, this is not the case if delivered effectively (Ogwu, 2002). Any good teaching method should have the ability to hold the students’ interest and attention until the lesson is over. Knowledge of teaching methods in addition to their application results in effective teaching and learning. Chemistry teachers therefore need to be methodologically flexible if the needs, interest and aspirations of students must be met. Research studies have also indicated that, some factors are responsible for students’ poor performance in Chemistry. The most common factor identified were the inappropriate, uninspiring and non- innovative teaching methods and strategies adopted by some teachers (Akeju, 2001; Bamidele, and Oloyede 2013; Adeyemo, 2004; Adegbola, 2005; Adedeji, Oloyede, Bamidele and Bada, 2012). It was maintained that, if novel teaching methods were employed in teaching the students Chemistry, the students will perform wonderfully well. Teachers must continue to organize instruction by using learner-centered strategies that will facilitate learning. Guided discovery learning is intrinsically motivating and thus promotes the comprehension of inquiry. Guided discovery is a method of instruction through which students interact with their immediate environment by exploring, manipulating objects, wrestling with questions and controversies, or performing experiments (Akinbobola and Afolabi 2009). It is posited that, students are more likely to remember concepts they discover on their own than those they are taught. This is the constructivist based approach to education. Guided discovery incorporates three models (Wikipedia, 2009): I. Problem solving: This Model relates to the ways in which students expand their intellect, encountering the environment, processing the data obtained and reorganizing one’s own knowledge. It uses small group activities, committee activities, individual study and investigation. II. Learner Management: The learning must be learner-driven so that participants working alone or in small teams can learn at their own pace. III. Integrating and Connecting: Learning must encourage the integration of new knowledge into the learner’s existing knowledge and clearly connect to the real world. The role of the teacher in an integrated teaching and learning environment is to assist students with making connections and therefore finding European Journal of Education Studies - Volume 3 │ Issue 9│ 2017 665 Bamidele Emmanuel Folounrunso, Ariyo Oyeniyi Sunday RELATIVE EFFECTIVENESS OF GUIDED DISCOVERY AND DEMONSTRATION TEACHING TECHNIQUES ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ILE-IFE, NIGERIA meaning through an educational process. This teaching strategy is certainly useful in keeping with the goals of integration to teach and learn about our world and the knowledge and skills necessary to act responsibly within and upon it. According to Ugwuanyi (1998), discovery approach results in appropriate cognitive and affective learning simultaneously. He stated that, discovery is a success experience that reinforces the appropriate attitude and value. Umoh and Etuk (2003) define demonstration as a process whereby a person does something in the presence of others in order to show them how to do it or to illustrate a principle. Ewona (2002) opined that, demonstration is one of the best methods for teaching science as it promotes the development of skills and proficiency in performing some specific acts. For example, a science teacher may teach an idea by performing an experiment for students. Demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning. Although guided discovery and demonstration techniques have been found to enhance students’ performance in science, however, there is a need to examine which of these two teaching techniques will better improve students’ performance in Chemistry among secondary school students. However, it is assumed that guided discovery and demonstration may be better strategies to enhance the learning outcomes of the students. Thus, the need to investigate the relative effectiveness of the two approaches. Hence, this study sets out to; 1. Compare the performance of students in Chemistry when taught with guided discovery and demonstration teaching techniques in senior secondary schools in Ile-Ife; and 2. Determine the effectiveness of guided discovery and demonstration teaching techniques in enhancing male and female students’ performance in Chemistry Two null hypothesis were tested at 0.05 level of significance H1: There is no significant difference in the performance of Chemistry students taught with guided discovery and those taught with demonstration teaching techniques; and H2: There is no significant difference in the performance of male and female Chemistry students taught with guided discovery and those taught with demonstration teaching technique. The study is based on the constructivist learning theory. It finds its antecedents from the works and philosophies of Jerome Brunner and Vygotsky. Brunner (1966) believed that, learning is effective when learners are given the opportunity to discover facts by themselves. He thus laid emphasis on discovery learning. Brunner sees the acquisition of knowledge as an active process and thus encouraged learner’s autonomy European Journal of Education Studies - Volume 3 │ Issue 9│ 2017 666 Bamidele Emmanuel Folounrunso, Ariyo Oyeniyi Sunday RELATIVE EFFECTIVENESS OF GUIDED DISCOVERY AND DEMONSTRATION TEACHING TECHNIQUES ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ILE-IFE, NIGERIA and personal involvement in the learning process. According to Brunner, learner’s independence fostered through encouraging students to discover new principles on their own accord lies at the heart of effective education. Brunner advocated for a spiral curriculum which can enable students to build upon what they have already learnt in the order of these principles. 1) Instruction must be commensurate with the experiences that make the students willing and able to learn (readiness). 2) Instruction must be structured such that it can be easily understood by the students (spiral organization). 3) Instruction should be designed to facilitate extrapolation (going beyond the information given). The implication of Brunner’s theory to discovery approaches is that, teachers should create situations that would help learners to discover facts by themselves. Vygotsky (1978), social learning constructivist offers framework for instruction based upon the study of cognition. Vygotsky’s constructivism centres on allowing students to actively interact with each other. He believes that, by allowing students to actively interact with one another, there will be opportunities for investigating, experimenting and asking questions, which will lead to getting answers that will make learning real and long lasting. Vygotsky theory proffers that knowledge is situated and collaborative; therefore, knowledge is distributed among people and environment. It is important to note that constructivism is not a particular pedagogy. In fact, constructivism is a theory describing how learning happens, regardless of whether learners are using their experience to understand a lecture or following the instructions for building a model. However, constructivism is often associated with pedagogic approaches that promote active learning, or learning by doing. Bruner (1966) in his theory of learning stipulated that learning is a process in which learners construct new ideas or concepts based upon their current/ past knowledge. Brunner’s constructivist theory is a general framework for instruction based upon the study of cognition. The task of the instructor is to translate information to be learned into a format appropriate to the learner’s current state of understanding. The learner selects and transforms information, constructs hypotheses, and make decisions, relying on a cognitive structure to do so. Bloom (1971) described in detail one strategy for mastery learning in the classroom and suggested that teachers can develop many alternative strategies. Bloom’s strategy involves the supplementation of regular instruction with frequent formative educational procedures to find out the academic level of individual students. It also involves a variety of alternative instructional materials to try to bring as many students as possible up to predetermined standard of excellence. Therefore, from the European Journal of Education Studies - Volume 3 │ Issue 9│ 2017 667 Bamidele Emmanuel Folounrunso, Ariyo Oyeniyi Sunday RELATIVE EFFECTIVENESS OF GUIDED DISCOVERY AND DEMONSTRATION TEACHING TECHNIQUES ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ILE-IFE, NIGERIA theories discussed above, it is hoped that Chemistry students taught with demonstration and guided discovery teaching methods will develop interest in the learning process and construct their knowledge by linking it with existing knowledge to enhance meaningful learning, thereby aiding their retention ability and level. There is need to examine the relative effectiveness of the two teaching techniques so as to be sure of which one will improve learning better. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1088 European Journal of Education Studies - Volume 3 │ Issue 9│ 2017 668