Effects of Guided Discovery Teaching Strategy on Achievement and Retention in Concept Energy among Upper Basic Students in Abaji Area Council, Abuja, Nigeria
DOI:
https://doi.org/10.64348/zije.2026421Keywords:
Guided Discovery Teaching Strategy, Achievement, RetentionAbstract
This study investigated the Effects of Guided Discovery Teaching Strategy on Achievement and Retention in Concept Energy Among Upper Basic Students in Abaji Area Council, Abuja. The study adopted pre-test and post-test quasi-experimental research design. The population of the study consists of all public Junior secondary school two (JSSII) during the 2023/2024 academic session in Abaji. A sample size of 95 (55 Male and 40 Female) students were selected from the target population using simple random sampling technique. The experimental group were exposed to Energy concept using Guided Discovery Teaching Strategy while the Control group were taught using Conventional Method. Two instruments, namely Basic Science Achievement Test (BSAT) and Basic Science Retention Test (BSRT) were used for data collection and had reliability coefficient of 0.82 and 0.71 obtained by the used of Kuder-Richardson 21 (K-R 21) and Cronbach Alpha (α) respectively. Four research questions were raised with four corresponding hypotheses. These hypotheses were tested using ANCOVA statistics at P≤0.05 level of significance. The findings of the study revealed that the use of GDTS Strategy in teaching energy concept to upper basic students enhanced students’ achievement and retention. The study also revealed that there was no significant difference on gender-based achievement and retention. The study concluded that the application of GDTS improved students’ achievement and increased retention towards Basic Science and is gender friendly. The study recommended among other that the provision of in-service training and retraining for teachers on the use of GDTS for teaching energy concepts in Basic Science.
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