Effects of Guided Discovery and Think-Pair-Share Strategies on Secondary School Students’ Achievement in Chemistry

Abstract

This study investigated the effects of three strategies (i.e., guided discovery, think-pair-share, and lecture) on senior secondary school students' achievement in chemistry. A pretest, posttest, control group quasi-experimental design with a 3 × 3 × 2 factorial matrix was adopted for the study. Treatment was at three levels (guided discovery, think-pair-share, and lecture strategies). Intervening variables were cognitive entry behavior at three levels (high, middle, and low) and gender at two levels (male and female). Two hundred forty-two Senior Secondary 1 students in intact classes from six secondary schools in Ijebu Ode and Odogbolu Local Government Areas of Ogun State were randomly assigned to the treatment and control groups. Three instruments were developed and used to collect data from students during the 8-week treatment program. The data collected were subjected to analysis of covariance and multiple classification analysis. Scheffé test was further used as post hoc measures. Where significant interactions were observed, they were represented with graphical illustrations. It was found that students taught with guided discovery and think-pair-share strategies obtained significantly higher posttest mean scores than those in the lecture strategy, F(4, 223) = 51.66, p < .05. The use of guided discovery and think-pair-share strategies had great potential for improving achievement in chemistry and science learning generally.

Utilising the Think-Pair-Share Technique in the Learning of Probability

“…The reason could be associated with the reason for item 11 where students were intimidated by speaking in front of their peers either due to shyness or embarrassment from giving a wrong answer. The findings of the test results showed that after the intervention, the students' mean test scores improved significantly from the pre-test to the post-test, which is also consistent with the findings of previous studies (Bamiro, 2015;Bataineh, 2015;Parmar, 2015). Although the students' test results decreased from the post-test to the delayed post-test, the differences were not significant (see Table 2).…”

Learning motivation and student achievement : description analysis and relationships both

“…Increased development within a country is an indicator of development and progress within the field of science and education (Bamiro, 2015). This indicates an important role for the development of science and technology to the development within a country.…”

“…Gauge theory shows that learning is influenced by three main components, namely external conditions, internal and learning outcomes (Mudjiono, 2009). While the factors that affect student achievement according to previous studies including students 'motivation (Levpuscek & Zupancic, 2008), students' perception of the school environment (Gietz & McIntosh, 2014), the quality of teachers (Darling-Hammond, 2000;Heck, 2007;Jennings & Greenberg, 2009;Joy et al, 2013;Kunter et al, 2013;Lee et al, 2013;Muzenda, 2013;Ottmar, Rimm-Kaufman, Larsen, & Berry, 2015;Wayne & Youngs, 2003), the attitude of teachers (Levpuscek & Zupancic, 2008), learning model used by the teacher; a simulation model for economic subjects, blended learning, discovery and think pair share (Al-Ani, 2013;Bamiro, 2015;Porter, Riley, & Ruffer, 2004), learning strategies applied by the teacher; Instructional (Firmender et al, 2014), the class composition (Gottfried, 2012), the type of leadership of school leaders (Shatzer et al, 2013), motherly support (Swanson et al, 2011), motherly controls (Levpuscek & Zupancic, 2008;Swanson et al, 2011) and state standards that regulate education (Lee et al, 2013).…”

SEEFESR Learning Model as an Approach to Improve Quality of Learning

“…The learning achievement in Engineering Mechanics 4 is that the students are expected to be able to analyze structures. Its indicators are as follows: (1) students are able to analyze structures with moment-area method on beams with three-span support, (2) students are able to analyze structures with moment-area method on beams with fixed-pinned support , (3) students are able to analyze structures with moment-area method on beams with pinned-pinned support, (4) students are able to analyze structures with moment-area method on beams with fixed-pinned support, (5) students are able to analyze structure with moment-area method on beams with pinned-pinned support, (6) students are able to analyze structure with three-cycle moment method (Clapeyron) on beams with three-span support, (7) students are able to analyze structure with three-cycle moment method (Clapeyron) on beams with fixed-pinned support, and (8) students are able to analyze structure with three-cycle moment method (Clapeyron) on beams with pinned-pinned support. Thus, based on the observation and evaluation with the SEEFESR method, the learning materials were delivered in accordance with the lesson plans.…”