Effects Of Guided Discovery Teaching Strategy On Senior Secondary School Students’ Achievement In Geometry In Gwagwalada Area Council, Abuja, Nigeria

Abstract

The purpose of this study wasto determine the effect of Guided Discovery Teaching Strategy on senior secondaryschoolsstudents’ achievement in Geometry in Gwagwalada Area Council, Abuja. The research design that was adopted for the study was the quasi-experimental type. A sample size of 107 SS 2 students from two co-educational senior secondary schools was used for the study. A multi-stage sampling technique was used first to select the schools .Then the classes used for the study were selected by simple random sampling using the ballot system. . Mathematics Achievement Test on Geometry (MATG) adapted from past WAEC questions was the only instrument that was used for data collection. The instrument was validated by four research experts and had a reliabilitycoefficient of 0.89 after a pilot test was conducted on the instrument. Two research questions and two null hypotheses tested at 0.05 level of significant guided the study. Mean and standard deviation were used to answer the research questions while independent t-test was used to test the hypotheses.Results from the findings showed that the students who were taught Geometry using Guided discovery teaching strategy had better achievement scores than those who were taught using the conventional method. Also,there was no significant difference in the mean achievement scores of male and female students taught Geometry using Guided discovery teaching strategy. It was recommended among others that Mathematics teachers should use Guided discovery teaching strategy in the teaching and learning of Mathematics.