EFFECT OF GUIDED DISCOVERY AND DEMONSTRATION METHODS ON STUDENTS’ ACHIEVEMENT, INTEREST AND CONCEPTUAL CHANGE IN PRACTICAL BIOLOGY
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EFFECT OF GUIDED DISCOVERY AND DEMONSTRATION METHODS ON STUDENTS’ ACHIEVEMENT, INTEREST AND CONCEPTUAL CHANGE IN PRACTICAL BIOLOGY
ABSTRACT
The study examined how guided discovery and demonstration methods impact students’ achievement, interest, and conceptual change in practical biology at the senior high school level. The study included a total of 460 SSI biology students.
A total of 260 males and 200 females attended four secondary schools in Umuahia Education Zone, Abia State. The study utilised a quasi-experimental research design with a nonrandomized control group (pretest-posttest). Cronbach Alpha was used to assess the reliability of the Biology Students’ Conceptual Change Test (BSCCT), Biology Achievement Test on Nutrition (BATON), and Biology Interest Scale (BIS).
The reliability coefficients for BSCCT, BATON, and BIS are 0.85, 0.84, and 0.83, respectively. The research questions were analysed using means and standard deviations. Hypotheses were investigated by Analysis of Covariance (ANCOVA).
The study found that guided discovery was the most successful strategy for improving students’ understanding, achievement, and enthusiasm in practical biology. The study found that teaching approaches influence student interest.
Teaching strategies were found to impact both conceptual change and achievement. Teaching approaches had a considerable impact on students’ mean scores and conceptual development.
The study found that students’ naive perceptions are resistant to change, among other factors. The study advised guided discovery and demonstration strategies for scientific teachers, educators, authors, and textbook publishers.
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