The Impact of Guided Discovery Learning on the Performance of Grade 11 Learners in Identification of Ions

Abstract

This study explored the impact of guided discovery learning on the performance of grade 11 learners in the identification of ions. Fifty eight grade 11 learners of Matete Secondary School, a public school in Kitwe district of Zambia were involved in the study. The research design used was a Quasi-Experimental counter balance. Chemistry achievement test (Pre-test and Post-test) and a Likert scale questionnaire were used to collect data. The experimental group was taught using guided discovery method while the control group was taught using the conventional (discussion) method. Results from the chemistry achievement test revealed gain for both groups. In the first cycle the guided discovery group had a pre-test mean of 23 which increased to 59 in posttest₁. The conventional group had a pre-test mean of 19 which increased to 45 in posttest_1. The group means of the conventional and guided discovery groups were compared using student t-test at α= 0.05 and were found to be significantly different. This implied that there was a significant difference between the two teaching methods. Both groups showed an increase in the mean but the discovery group showed a greater improvement than the conventional group. The second cycle involved swapping of the two groups and it was found that the discovery group showed a higher mean performance of 61 than the conventional group which had a mean performance of 49. The p-value was found to be 0.029. Results from posttest₂ showed a significant difference between guided discovery learning and conventional (discussion) learning.  Attitudes towards guided discovery learning on the identification of ions were obtained through a five point Likert scale questionnaire and generally, learners showed positive attitudes towards the guided discovery teaching method. It was concluded that guided discovery learning improved learner performance on chemistry concepts (identification of ions) and learners showed positive attitudes towards the teaching methods as suggested by the measure of central tendency.

Keywords: Discovery learning, Conventional learning, Performance, Attitud