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- W2591650173 abstract "This study aimed at determining the effect of Guided Discovery Instruction Strategy on students achievement in chemistry at the secondary school level. Quasi experimental design was employed in the study. The sample for the study comprised 201 SS3 chemistry students from Afikpo Education Zone of Ebonyi State of Nigeria. One intact class was randomly selected and assigned to either control or treatment group. The treatment group was taught with guided discovery instruction strategy while the control group was taught using mean and standard deviation and analysis of covariance (ANCOVA). The findings revealed that Guided Discovery Instruction Strategy was more effective than the conventional method in promoting chemistry students’ achievement in chemistry, and that there was no interaction effect between gender and guided discovery instruction strategy. Based on these the researchers made the following recommendations: the Science Teachers Association of Nigeria (STAN) and curriculum planners should organize workshops, conferences and seminars for the science teacher on the use of GDIS in teaching science and particularly chemistry, the teacher training institutions and universities should include the GDIS in their curriculum and encourage its usage by the students, the use of conventional method of instruction should not be allowed in teaching science, particular chemistry, and textbook authors should in clued guided discovery principles in setting some of the study questions in their science textbooks." @default.
- W2591650173 created "2017-03-16" @default.
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- W2591650173 date "2017-02-22" @default.
- W2591650173 modified "2023-09-23" @default.
- W2591650173 title "Effect of Guided Discovery Method of Instruction And Students’ Achievement in Chemistry at the Secondary School Level in Nigeria" @default.
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