ENHANCING THE ACADEMIC ACHIEVEMENT OF PHYSICS STUDENTS IN ELECTRICITY THROUGH GUIDED DISCOVERY METHOD
Abstract
The study examined the effectiveness of Guided discovery method on secondary school students’ academic achievement in electricity in Anyigba, Kogi state, Nigeria. The study adopted a quasi-experimental research design. The study population consisted of all the SSII students studying Physics in all public co-educational secondary schools in Anyigba, Kogi State during the 2024/2025 academic session. The study was guided by four research questions and three hypotheses, which were tested at 0.05 level of significance. The sample comprised 122 SSII students in two intact classes from two co-educational public secondary schools, selected using the probability proportional size (PPS) sampling technique. The instrument used for the collection of data was Electricity Achievement Test (EAT), which was developed by the researcher and validated by experts in Test and Measurement and Physics education. The internal consistency of EAT using Kuder Richardson 20 (KR20) formula stood at 0.87. The obtained data were analyzed using descriptive and inferential statistics. The findings from the study revealed that students exposed to the guided discovery method achieved higher in electricity than their counterparts who were exposed to the conventional method. On the basis of this, it was recommended that Physics teachers should be encouraged to adopt the use of guided discovery method as a mode of teaching electricity concepts and that it should be also incorporated into the teacher education program
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Achievement, Electricity, Enhancing, Conventional, Guided discovery methodDownloads
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Copyright (c) 2025 Abdulwaheed, Opeyemi Ibrahim Ph.D. , Sunday Yomi Ph.D.
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