RELATIVE EFFECTIVENESS OF GUIDED DISCOVERY AND DEMONSTRATION TEACHING TECHNIQUES ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ILE-IFE, NIGERIA

The study compared the performance of students in Chemistry when taught with guided discovery and demonstration teaching techniques in senior secondary schools. It determined the effectiveness of guided discovery and demonstration teaching techniques in enhancing male and female students’ performance in Chemistry. The study adopted a non-equivalent pre-test, posttest control group research design. The population for the study consisted of Chemistry students in senior secondary schools in Ile–Ife. The sample consisted of Eighty four (84) students from three schools in Ife Central Local Government Area of Osun State which were selected using simple random sampling technique. One intact class each was used. The schools were randomly assigned to three groups (Guided Discovery, Demonstration and Teacher Expository) using simple random sampling technique. Two instruments were utilized for the study. They were Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC). Data collected were analyzed using Analysis of Covariance (ANCOVA) and Analysis of Variance (ANOVA).The results showed that, there was a significant difference in the performance of students exposed to guided discovery, demonstration teaching technique and those exposed to teacher expository teaching technique (F= 123.972 ; p< 0.05). The findings also showed that, there was a significant difference in the performance of male and female Chemistry students exposed to guided discovery and demonstration teaching techniques (F= 12.04; p< 0.05). This showed that male and female students performed better when exposed to guide discovery teaching techniques. The post-hoc analysis revealed that, Guided Discovery Teaching Technique (GDTT) had a better significant effect on student academic performance than Demonstration Teaching Technique (DTT) and Teacher Expository Teaching Technique (TETT). The post - hoc analysis revealed that, male and female students exposed to GDTT performed better than those exposed to DTT and that, those exposed to GDTT had the best retention ability of the concept taught. The study concluded that, guided discovery teaching technique is a better teaching technique on students’ performance in Chemistry than demonstration teaching technique and the teacher expository method respectively. Article visualizations