Effect of Guided Scoring Approach to Science Instruction on Senior Secondary School Students Achievement in Algebra

Abstract

The study investigated the effect of guided scoring instructional approach on senior secondary school students’ achievement in algebra. The study employed a non-equivalent control group quasi-experimental design. The study was conducted in two secondary schools. In one of the schools, intact class of SSII was assigned to the treatment group while in the second school the intact classes of SSII were assigned to the control group. The treatment group was taught algebra using guided scoring instructional package while the control group was taught algebra using the conventional teaching package. Three research questions and three null hypotheses guided the study. Algebra Achievement Test (AAT) was used to collect data for the study. The data were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result revealed that guided scoring instructional strategy is superior to the conventional teaching strategy in facilitating achievement in algebra. The study also revealed that although with guided scoring instructional approach male students showed higher achievement than the female students, the difference in the mean achievement of males and female students taught using the guided scoring strategy is not statistically significant.

Keywords: Algebra, Guided scoring strategy, Achievement, Treatment interactions, Arithmetic