Effects of Guided-Discovery and Student-Demonstration Strategies on Students' Performance in Biology Practical Activities on Plasmolysis in Secondary Schools in Ini Local Government Area

Abstract

This study investigated the Effect of Guided-Discovery and Student-Demonstration Strategies on Students' Performance in Biology Practical Activities on Plasmolysis in Secondary Schools in Ini Local Government Area. Three research questions and three null hypotheses guided the study. The design for the study was a quasi-experimental research design. A sample size of one 120 SS2 students from two (2) public secondary schools out of the seven (7) public secondary schools in the study area selected using criterion sampling technique. A researcher-developed instrument, Practical Guide/On the Spot Assessment Checklist (PGOTSAC), was used for data collection. The instrument had a reliability coefficient of 0.78 determined using Kuder Richardson - 21 (KR -21) formula. Data collected from the test were analyzed using mean, standard deviation and ANOVA statistics. The findings showed that of the two instructional strategies investigated, Guided Discovery is more effective in facilitating students’ performance than Student Demonstration. Also, that the influence of gender was not statistically significant. Consequently, it has been recommended, among others that Biology teachers should make effective use of Guided Discovery in teaching practical concepts in Biology.