Abstract:
The concern of this study was to investigate the effect of guided-discovery learning
strategy on the performance of students on mode of heat transfer. Students from two
selected public senior high schools were used. The research was a quasi-experimental
one and the main instruments for data collection were a 20-item multiple choice
Physics Achievement Test drawn from West African Examination Council past
questions on mode of Heat Transfer and a questionnaire. The questionnaire items
were seven (7) in number and were related to students’ interest in physics. Three
research questions were raised with three corresponding hypotheses tested. The size
of the population was 350 senior high school two (SS2) physics students. The sample
of the study was 90 SS2 physics students of which 63 were males and 27 were
females taken from two schools. This comprises two science classes of forty-five (45)
students from each school. Purposive sampling technique was used to select the
schools from the target population. Excel was used to analyse the data obtained from
the Pre and Post test data analysis. The outcome of the results revealed a significant
difference in favour of those exposed to guided-discovery learning strategy compared
to those taught using the traditional lecture method since their means were 2.19 and
3.55 respectively. It was deduced after the study that students interest in the study of
Mode of Heat energy transfer was improved as well. It was recommended among
others that physics teachers should make the teaching and learning of physics
interactive and activity – based for the students, using strategy that all students could
benefit from, irrespective of the ability levels of the individuals in the classroom.
Description:
A DISSERTATION IN THE DEPARTMENT OF SCIENCE
EDUCATION, FACULTY OF SCIENCE EDUCATION. SUBMITTED
TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF
EDUCATION, WINNEBA, IN PARTIAL FULFILLMENT OF THE
REQUIREMENT FOR THE AWARD OF MASTER OF EDUCATION
(SCIENCE EDUCATION) DEGREE
DECEMBER, 2015