Amadi, Victoria Chinyere (Ph.D.)
Ugorji Clifford (Ph.D.)
Felicia Onuabuchi King-agboto (Ph.D.)
Department of Physical Science Education
Imo State University, Owerri.
Abstract.
This study investigated the effect of guided discovery and lecture methods on
students’ knowledge retention and achievement in chemistry in tertiary institution.
Four research questions and four null hypotheses guided the study. Quasiexperimental design of two comparism group method was adopted. A sample of 60
students was randomly drawn from the population of one hundred and twenty four
(124) year three tertiary institution students of Department of Chemistry education
Imo State University Owerri and Federal College of Education Umunze. The
instrument used for data collection was Chemistry Achievement Test which was
validated by experts. The reliability of the instrument was determined using Kuder
Richardson 21 (Kr-21) correlation method and a reliability coefficient of 0.84 was
established for the study. The data generated were analyzed using mean and Analysis
of Covariance (ANCOVA). The study concluded that the guided discovery method had
more effect on students’ academic achievement and level of knowledge retention than
lecture method. Recommendations were made among others including organizing in-service training for teachers on the effective method,(using activity based methods
like guided discovery method) for teaching chemistry in tertiary institutions.
Keywords : effects, guided discovery, knowledge retention, and chemistry student.
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