The Effect of Guided Discovery Instructional Strategy on Grade Nine Learners' Performance in Chemical Reactions in Mankweng Circuit, South Africa

Autor/inn/en	Kibirige, Israel; Maake, Rebecca Mampageti
Titel	The Effect of Guided Discovery Instructional Strategy on Grade Nine Learners' Performance in Chemical Reactions in Mankweng Circuit, South Africa
Quelle	In: Journal of Technology and Science Education, 11 (2021) 2, S.569-580 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kibirige, Israel) ORCID (Maake, Rebecca Mampageti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Instructional Effectiveness; Science Instruction; Chemistry; Teaching Methods; Discovery Learning; Grade 9; Adolescents; High School Students; Concept Formation; STEM Education; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Entdeckendes Lernen; School year 09; 9. Schuljahr; Schuljahr 09; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Concept learning; Begriffsbildung; STEM; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Teaching strategies play a vital role in improving learners' performance. This study investigated the effect of Guided Discovery Instructional Strategy (GDIS) on Grade nine learners' performance in chemical reactions and determined the effect of GDIS on gender. A quasi-experimental design with a sample comprising 75 grade nine learners was purposively selected from two schools in Mankweng Circuit based on Grade 12 performance. Learners were randomly assigned to the Experimental Group (EG) (N = 40) and Control Group (CG) (N = 35) taught for two weeks using GDIS for EG and Talk and Chalk Method (TCM) for CG. The results show that there were statistically significant differences in post-test of EG (M = 67.60, SD = 18.70) and CG (M = 37.86, SD = 18.01) (T-test: t(73) = 6.99; p < 0.05) and a Cohen d = 0.6. EG taught using GDIS outperformed CG taught using TCM (ANCOVA: F = 15.93, p < 0.05). GDIS favoured both males and females (Mann Whitney U-test: U = 153.00, p = 0.22, suggesting that GDIS improved all learners' performance in chemistry, but not TCM. The findings provide teachers and stakeholders with empirical evidence on a strategy that improved learners' performance. Also, GDIS did not discriminate against gender, suggesting that the strategy encourages girls to study science, contributing to narrowing the existing gender gap between males and females in Science, Technology, Engineering and Mathematics (STEM) subjects. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01