Motivating Students’ Achievements and Retention through Guided-Discovery Strategy in Junior Secondary Schools in Basic Science in Ekiti State, Nigeria
This paper examined the effects of guided-discovery strategy in motivating students’ academic achievement in Basic Science in junior secondary schools in Ekiti State. The study adopted a quasi-experimental pre-test, post-test, control group design. Four null hypotheses were generated and tested at 0.05 level of significance. The sample consisted of 180 junior secondary school II Basic Science students selected through multistage random sampling technique. The instrument that was used for the study was Basic Science Achievement Test (BSAT). It is a self-designed instrument that consisted of information on bio-data of the respondents and 40 multiple-choice items.Expert judgements were used to ensure face and content validity. Test-retest method was used to determine the reliability and reliability Coefficient of 0.72 was obtained. The data were analyzed using inferential statistics of t-test. The study found out that there was a significant difference between the posttest achievements means scores of students exposed to guided-discovery strategies and conventional strategies. It was also revealed in the study that there was no significant difference between the posttest achievement and retention means scores of students exposed to conventional strategies. Based on this finding, it was recommended among other things that the state government should organize a seminar among the teachers in secondary schools on the effective use of guided-discovery strategy in their various classes to enhance learning outcomes.
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