Motivating Students’ Achievements and Retention through Guided-Discovery Strategy in Junior Secondary Schools in Basic Science in Ekiti  State, Nigeria

Mercy Adesola DARAMOLA

Mercy Adesola DARAMOLA Bamidele Olumilua University of Education, Science and Technology, Ikere -Ekiti (BOUESTI), Ekiti State, Nigeria.

Keywords: Guided-discovery, Strategy, Achievement, Retention, Basic Science

Abstract

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.

Author Biography

Mercy Adesola DARAMOLA, Bamidele Olumilua University of Education, Science and Technology, Ikere -Ekiti (BOUESTI), Ekiti State, Nigeria.

Department of Science Education,

References

Ajibola, G (2008). Teachers' attitude and gender factor as determinant of pupil's performance
in primary science. An International Multi-Disciplinary Journal. 3 (1).
Ajiboye, J. O., & Ajitoni, S. O. (2008). Effects of full and quasi participatory learning
strategies on Nigerian senior secondary students’ environmental knowledge: Implication for classroom practice. International Journal of Environmental and ScienceEducation, 3, 58-66.
Alebiosu E. & Ifamuyiwa, G. (2008). Measuring the efficiency of decision making units. European Journal of Operational Research, 2, 429-444.
Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B. K. S., & Tibell, L. A. E. (2003). Benefiting from an Open-Ended Experiment? A Comparison of Attitudes to, and Outcomes of, an Expository versus an Open-Inquiry Version of the Same Experiment.International Journal ofScience Education, 25(3), 351-372.
Bilesanmi-Awoderu, J. B. (2007). Effect of computer-assisted instruction and simulation/games on the academic achievement of secondary school students in biology. Sokoto Educational Review, 8, 49-60.
Brown, J. C. (2005). Assessing faculty work: enhancing individual and instructional performance. San Francisco, CA: Jossey.
Deci, E.L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Douglas, A.G and Kristin, J.C (2000): Improving Students’ Achievement in Mathematics. http://www.curtin.edu.au
Godek, Y. (2004). The development of science education in developing countries.G. U. insehirEyininiFakultesiDeryisiCitt, 5(1), 1-9.
Hake, R. R. (1998).Interactive-Engagement vs. Traditional Methods: A Six-Thousand- Student Survey of Mechanics Test Data for Introductory Physics Courses. Indiana.
Luckie, D. B., Maleszewski, J. J., Loznak, S. D., & Krha, M. (2004). Infusion of Collaborative
Inquiry throughout a Biology Curriculum Increases Student Learning: a Four-year Study of "Teams and Streams". Advances in Physiology Education, 28(4), 199-209.
Ruiz-Primo, M. (2011). Informal formative assessment: The role of instructional dialogues in
assessing students’ learning. Studies in Educational Evaluation, 37(1), 15-24.
Schneider, R. M., Krajcik, J., Marx, R. W. & Soloway, E. (2002). Performance of Students in
Project-Based Science Classrooms on a National Measure of Science Achievement.Journal of Research in Science Teaching, 39(5), 410-422.
Slotta, J. D., & Linn, M. C. (2009).WISE Science, Web-Based Inquiry in the Classroom. New York: Teachers College Press.
Sundberg, M. D., Armstrong, J. E., & Wischusen, E. W. (2005). Reappraisal of the Status of
Introductory Biology Laboratory Education in U.S. Colleges & Universities. The American Biology Teacher, 67(9), 525-529.
Vansteenkiste, M. S, & Lens, W. (2009). Motivational Profiles From a Self- Determination Perspective: The Quality of Motivation Matters. Journal of Educational Psychology, 101(3), 671-688. doi: Doi 10.1037/A0015083.
Von Secker, C. E., & Lissitz, R. W. (1999).Estimating the Impact of Instructional Practices on Student Achievement in Science. Journal of Research in Science Teaching, 36(10), 1110 -1126.