EFFECTS OF GUIDED DISCOVERY AND PROBLEM-SOLVING INSTRUCTIONAL STRATEGIES ON ACHIEVEMENT AND RETENTION OF BIOLOGY STUDENTS IN DELTA CENTRAL SENATORIAL DISTRICT, NIGERIA

N. L. Egbes, O. P. Ajaja

Abstract


This study investigated the effects of guided discovery and problem-solving instructional strategies on the achievement and retention of biology students in Delta Central Senatorial District of Delta State. Ten research questions and ten research hypotheses guided the study. The study adopted the pre-test post-test control group quasi-experimental research design. A sample size of 238 senior secondary school two (SS2) Biology students from six mixed secondary schools in Delta Central Senatorial District was used for the study. The instrument used for data collection was a biology achievement test (BAT) validated by one Biology science educator, an expert in measurement and evaluation and an experienced biology teacher. The reliability of the instrument was established using Kuder Richardson formula 21 which yielded a coefficient of 0.83. Data were collected by administering the BAT as a pre-test, post-test and follow-up test. The data collected were analyzed using mean, standard deviation, paired and independent sample t-test, ANOVA and ANCOVA. The results showed that there was a significant difference in the mean achievement scores in biology among students in guided discovery, problem-solving instructional strategies and lecture method with students in the guided discovery group scoring the highest mark followed by students in problem-solving and lecture method respectively. The result also revealed that there was a significant difference in the mean retention score among students taught with guided discovery, problem-solving instructional strategies and lecture methods. The result further showed that there was no significant interaction effect between teaching methods and sex on achievement and retention. It was recommended that biology teachers should adopt guided discovery and problem-solving instructional strategies in teaching biology concepts. Special training on how to use these teaching strategies should be organized for biology teachers to help them effectively implement guided discovery and problem-solving instructional strategies in classroom teaching.

 

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guided discovery; problem-solving; instructional strategies; achievement; retention; biology; students

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i4.4793

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