Effect of Guided-Discovery, Student- Centred Demonstration and the Expository Instructional Strategies on Students' Performance in Chemistry

Abstract

This study investigated the relative effectiveness of guided-discovery,student-centred demonstration and expository methods of instruction onstudents� performance in chemistry. It was a quasi-experimental research using non-randomized- pre-test � post-test control group design with expository method as control. Two research questions and two hypotheses were formulated for answering and testing respectively. A sample of 118 SS2 chemistry students (62 males and 56 females) drawn from 3-co educational public secondary schools in Uyo Local Government Area of Akwa Ibom State was used for the study. Criterion sampling technique was used in selecting the sample. A researcher- developed test � Chemistry Achievement Test (CAT), with a reliability index of 0.78 determined using test-retest method was used in collecting relevant data. After classroom investigations, the results indicated that guided discovery was the most effective followed by student-centred demonstration. Consequently, it has been recommended thatchemistry teachers in secondary schools make effective use of guideddiscovery and student-centred-demonstration methods in communicating chemistry concepts and inculcating relevant entrepreneurial skills in learners.