EFFECT OF GUIDED DISCOVERY METHOD ON SENIOR SECONDARY SCHOOL STUDENTS PERFORMANCE IN ALGEBRIAC CONCEPT IN NASSARAWA LOCAL GOVERNMENT AREA

This study examined the effect of the guided discovery method on senior secondary school students' performance in algebraic concepts in Nassarawa Local Government Area. The study was conducted to determine whether the guided discovery teaching method improves students' achievement in algebra compared to the conventional lecture method. A quasi-experimental research design involving pre-test and post-test control groups was adopted. The population comprised all senior secondary school students offering Mathematics in public secondary schools within Nassarawa Local Government Area. A sample of 180 students was selected using simple random sampling techniques. Data were collected using an Algebra Achievement Test (AAT), validated by Mathematics Education experts. The reliability coefficient of the instrument was established at 0.86 using the test-retest method. Data were analyzed using mean, standard deviation, and t-test statistics. Findings revealed that students taught using the guided discovery method performed significantly better than those taught using conventional teaching methods. The study concluded that guided discovery learning positively influences students' understanding and performance in algebraic concepts. It was recommended that Mathematics teachers adopt guided discovery strategies in teaching algebra and other mathematical concepts.