Co-variants 314.950 3 104.983 3.389 .044 NS
Intercept 102674.450 1 102674.450 3314.752 .000 NS
Group 296.450 1 296.450 9.571 .005 S
Gender .450 1 .450.015 .906 NS
Group Gender 18.050 1 1 8.000 .583 .456 NS
Error 495.600 16 30.975
Total 103485.000 20 Corrected 810.550 19
S=Significant, NS=Not Significant at 0.05 Level of Probability
Table 3 shows that the f-calculate value on the mean achievement scores of students taught qualitative analysis using guided discovery and those taught same topic using demonstration teaching method is 9.571, is significant at .005 level of significance for the study and therefore the null hypotheses is rejected. This means that there is a significant difference between the mean achievement scores of students taught chemistry using guided discovery and those taught same topic using demonstration teaching method.
Hypothesis Two
There is no significant difference between the mean achievement scores of male and female students taught qualitative analysis using guided discovery and those taught same topic using demonstration.
Table two shows that f-calculated value on the mean achievement scores of male and female students taught qualitative analysis using guided discovery and those taught same topic using demonstration teaching method is 0.015 is not significant at 0.906 level of significance for the study and the null hypothesis is not rejected.
This means that there is no significant difference between the mean achievement scores of male and female students taught chemistry using guided discovery and those taught same topic using demonstration teaching method.
From the findings, it was revealed that,
1. Students taught qualitative analysis with guided discovery achieved better than students taught the same topic using demonstration teaching method.
2. Male and female students taught qualitative analysis using guided discovery performed better than those t a u g h t t h e s a m e t o p i c u s i n g demonstration teaching method.
Discussions
Students taught qualitative analysis using guided discovery achieved higher than demonstration group.Results of data analysis table one shows that the guided discovery group achieved higher mean than the demonstration counterpart. The results was in agreement with the research carried out by Braggs (1999) in which guided discovery method of teaching was found more effective than the demonstration
JOURNAL OF RESEARCH IN SCIENCE AND VOCATIONAL EDUCATION (JRSVE)
Unodiaku, Stanislus Sochima, Ph.D Vol. 1, pp. 93-100
method of teaching fostering students' achievement in physics (options).
Chakamai (1998), Ezejitu (2009) and Otobo (2012) stated that guided discovery is a problem solving method which is needed self- development and that it should be included in every study of science. From the findings of this study, it showed that guided discovery instruction strategy is important in teaching and learning of science and technology. Hence it should be used in teaching of science, Omoiko (2016).
The result of the study in respect to the effect of guided discovery method on mean achievement scores does not, however agree completely with (Odo, 1990 and Ezeji 1993) who found that guided discovery method and demonstration method on mean were equally effective in promoting students' achievements in same aspect of secondary school physics. The observed quality in the efficacy of the two methods in fostering achievements in physics might have arisen from the fact that attempts were not sufficiently made by the researcher (Odo, 1990 and Ezeji 1993) to control some extraneous variables ( teacher difference).
Conclusions
Based on the findings of the study, the following conclusions were made:
1. Students in the guided discovery group taught qualitative analysis achieved better than those taught the same topic using demonstration teaching method.
2. There have been persistent challenges of chemistry educators to discover methods of teaching that will make chemistry lessons especially practical chemistry (Acid and bases) more meaningful to the learners.
3. There is a significant difference between the mean achievement scores of students taught qualitative analysis using guided discovery and those taught same topic using demonstration teaching method.
Recommendations
The following recommendations are made;
1. Chemistry teachers at all levels should start now to use guided discovery method in teaching students practical chemistry (Acid and bases) since it increases achievement.
2. Professional bodies such as Science Teachers Association of Nigeria, STAN, West African Examination Council (WAEC) and National Examinational Council (NECO)should organize seminars, workshop conferences and house training for teachers and textbook authors in the use of guided discovery method in chemistry and other effective method of teaching.
3. Government should establish chemistry laboratories in secondary schools and such laboratories should be equipped chemicals and reagents and also efficiently energized by constant electricity supply.
JOURNAL OF RESEARCH IN SCIENCE AND VOCATIONAL EDUCATION (JRSVE)
Unodiaku, Stanislus Sochima, Ph.D Vol. 1, pp. 93-100
References
Abdulahi, A. (2009). Science Teaching in Nigeria. Ilorin Nigeria: Ototo Press Akinsola, A.C.(2004). Skilled Demonstrations
for Educators.Yola: Plensan Plus Publishing House.
Alokan, F.B. (2010). Influence of Sex and Location on Relationship between students' Problems and Academics performance. The Journal of Social Sciences (TJSS): 340 -345.
Aldler (1971). What the Best College Teachers Do. Havard University press.
Aniodo, H.C.O. (2008).Modern Aspects of Integrated Science Education Enugu:
HacofamEducational Books.
Aniodo (2008)Chikamai, K. (1998). Gender differences a factor in computer science achievement in Secondary School in Nigeria. The academic forum 1,157- 160.3.
Clark, R.R. (2005).Analysis of Demonstration Method of Teaching. London: the Falmer Press. Pp.4.
FGN-NPE, 2013.Federal Government of Nigeria, Policy of Education (2006- 2013) Federal Ministry of Education Abuja.
Gbamanja J.A. (2003).Perfection of difficult topics in chemistry curriculum by students in Nigeria secondary schools, Ilorine Journal of Education.
Jegede, S.A. (2007). Students anxiety towards the learning of chemistry in some Nigeria secondary schools. Educational Research and Review, 2 (7): 193-197.
Mayer, R. E. (2003). A History of Educational Taught. Columbus Ohio: Charles E.
Merrill Publishers & co.
Mayer, R.E. (2003). Learning and Instruction.
Pearson Education, Inc: Upper Saddle Rive, 287-88. Mohammed (2006).
Nelson, B.D. (2004). Method that teaches Journal of Educational Research.
London: Summer Publishers 33(2): 22.
Njoku S.N. (2004). Enhancing the relevance of chemistry curriculum delivery. Using Science Technology Society Approach (STM).
N o r d i n , A . a n d C h i n , M . T . (2010).PemahamaanKonsepPelajarTin gtakanEmpatDalamTajukIkatan Kimia D i S k u d a i J o h o r . PemahamaanKoncepPelajarTingkatanE mpatDalamTajukIkata Kimia Di Skudai Johor. Pp 1-10. Last Retrieved on (4th A u g u s t 2 0 1 2 ) f r o m http://eprints.tum.my/11251/.
Otobo, K. (2012).Effect of Guided Discovery Method of I n st r u ct io n on the Achievement of Junior Secondary S c h o o l St u d e n t s in C o m p u t e r Studies.Abakaliki.Unpublished.
WEAC (2014). Statistics of Entries and Performance for WASSE MAY/JUNE 2014 i n L a g o s N i g e r i a : Test Development Division.
Njoku S.N. (2004). Enhancing the relevance of chemistry curriculum delivery. Using Science Technology Society Approach (STM).
Nelson, B.D. (2004). Method that teaches Journal of Educational Research.
London: Summer Publishers33(2): 22.
JOURNAL OF RESEARCH IN SCIENCE AND VOCATIONAL EDUCATION (JRSVE)
Dr. Eunice Chidimma Okpalaojiego Vol. 1, pp. 101-111 (web-site) http://jrsve.gouni.edu.ng