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

Authors

  • N. L. Egbes Department of Science Education, Delta State University, Abraka, Nigeria
  • O. P. Ajaja Department of Science Education, Delta State University, Abraka, Nigeria

DOI:

https://doi.org/10.46827/ejes.v10i4.4793

Keywords:

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

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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Author Biographies

  • N. L. Egbes, Department of Science Education, Delta State University, Abraka, Nigeria

    Egbes, Nkechi Lilian is a passionate and certified Biology teacher skilled in classroom management. An expert in lesson planning and curriculum designing that encourages students growth and monitors academic progress concurrently. She attended Delta State University Abraka, where she obtained a Bachelor of Science Education (Biology) with a second class upper division degree in 2017. Also obtained a Master's degree in Science Education (Biology) from Delta State University in 2022.

  • O. P. Ajaja, Department of Science Education, Delta State University, Abraka, Nigeria

    Prof. Ajaja, Osawaru Patrick obtained his Ph.D. in Science Education 1998 at University of Benin, M.Ed Curriculum Studies, University of Benin 1990, PGDE University of Benin 1988, B.Sc Zoology University of Port Harcourt, 1998. Prof. AJaja O.P is currently the Director of Studies, Center of Excellence for Teaching and Learning and Coordinator Department Post Graduate Programmes in the department of Science Education. Some of his responsibilities both in an out of the school were: Course Adviser, Chemistry Education 2004 to date Member, Screening Committee of Fresh Students, 2005 – 2010 Department Staff Secretary, 2006 – 2010 Staff Adviser to NASES, 2009 – 2010 Examination Officer, 2009 to 2017 Teaching Practice Committee Chairman, 2011 to 2017, DELSU Degree Examination Malpractice, Committee Chairman at College of Education, Agbor 2011 Member, Faculty of Education Welfare Committee 2012 to date, Chairman, Departmental Welfare Committee 2012 to date, Head of Department Department of Curriculum and Integrated Science, 2015 to 2018.

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Published

2023-04-25

Issue

Vol. 10 No. 4 (2023)

Section

Articles

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