EFFECTS OF GUIDED DISCOVERY APPROACH ON SENIOR SECONDARY TWO STUDENTS’ PERFORMANCE IN VOLUMETRIC ANALYSIS IN GOMBE, GOMBE STATE

Authors

  • Emmanuel Ojo Areola Department of Science and Technology Education, Faculty of Education, University of Jos, Plateau State, Nigeria Author
  • Sani Abubakar Hayatu Department of Science and Technology Education, Faculty of Education, University of Jos, Plateau State, Nigeria Author
  • Maimuna Hussaini Abdullahi Department of Science and Technology Education, Faculty of Education, University of Jos, Plateau State, Nigeria Author
  • Ibrahim Nenchidirka Gobang Department of Science and Technology Education, Faculty of Education, University of Jos, Plateau State, Nigeria Author

Keywords:

Guided Discovery, Volumetric Analysis, Chemistry Performance

Abstract

This study investigated the effects of the Guided Discovery Approach on Senior Secondary Two (SS2) students’ performance in volumetric analysis in Gombe, Gombe State. The study adopted a quasi-experimental research design using a non-randomized, non-equivalent pre-test and post-test control group arrangement. The population comprised 8,916 SS2 Chemistry students, consisting of 5,151 males and 3,765 females, from 18 public secondary schools. A sample of 98 students from two intact classes was selected through simple random sampling of schools. The instrument for data collection was the Volumetric Analysis Performance Test (VAPT), a researcher-developed instrument consisting of six structured performance questions with a total score of 25 marks. The instrument was validated by experts in Chemistry Education and Measurement and Evaluation, while its reliability was established using Cronbach’s Alpha, yielding a coefficient of 0.85. Data collected were analyzed using mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at a 0.05 level of significance. The findings revealed that students taught using the Guided Discovery Approach performed significantly better than those taught using the conventional method, F(1, 95) = 162.41, p < .001. Furthermore, there was no significant difference between the performance of male and female students exposed to the Guided Discovery Approach, F (1, 47) = 0.135, p > .05. The study concluded that the Guided Discovery Approach improves students’ performance in volumetric analysis and promotes equitable learning opportunities regardless of gender. It recommends the integration of guided discovery strategies in Chemistry classrooms, alongside teacher training and adequate laboratory resources.

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Published

2026-11-09

Issue

Vol. 2 No. 4 (2026): Volume 2, Issue 4 (2026): October–December

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Articles

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How to Cite

Emmanuel , O., Sani , A., Maimuna , H., & Ibrahim , N. (2026). EFFECTS OF GUIDED DISCOVERY APPROACH ON SENIOR SECONDARY TWO STUDENTS’ PERFORMANCE IN VOLUMETRIC ANALYSIS IN GOMBE, GOMBE STATE. Impact International Journals and Publications, 2(4), 814-823. https://www.impactinternationaljournals.com/index.php/ojs/article/view/982

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