Impact of Guided-Discovery Strategy on Secondary School Geography Students’ Attitude and Performance in Landform Concepts, Dutsin-Ma, Katsina Nigeria

Mannir Abubakar, Abdullahi Dokochi Mohammed

Abstract


The study examined the effect guided-discovery on secondary school student’s attitude and performance in landform concepts of geography in Dutsin-ma, Katsina State. The study used quasi experimental involving pre-test and post-test design. The instruments used for the study are; Landform Concept Achievement Test (LCAT) and Landform Concept Attitude Questionnaire (LCAQ) were developed and administered to 202 sampled students from a population of 3557. The instruments were validated and the reliability coefficients of LCAT and LCAQ were found to be 0.75 and .078 respectively. Experimental group was taught using guided-discovery while control group was taught using lecture method. two research questions were developed and analyzed using descriptive statistics of mean and standard deviation, and two Null hypotheses were verified at P≤ 0.5 level using ANOVA. There was also significant difference in the attitude of students exposed to guided-discovery and those taught using lecture P = 0.036. Female students had higher means(x) score of 20.94 than male students which shows significant difference. Based on the findings the researchers recommended among other things that, geography teachers should incorporate the use of guided discovery strategy in teaching at secondary schools. Training, workshops and seminars should also be organized by stakeholders in education for teachers on how to use this method effectively.


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References


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