Effectiveness of the Guided Discovery Method in Teaching the Surface Area of a Cylinder
Faculty Mentor
Indika Ilandari Dewage
Presentation Type
Poster
Start Date
4-14-2026 9:00 AM
End Date
4-14-2026 11:00 AM
Location
PUB NCR
Primary Discipline of Presentation
Mathematics
Abstract
Understanding geometric concepts such as the surface area of a cylinder presents challenges for many high school students. This study examines the effectiveness of the guided discovery instructional method in improving students’ achievement in learning this concept. A quasi-experimental research design with pre-test and post-test measures was used to evaluate the impact of the instructional approach. The study involved 100 Senior High School students in the Cape Coast Metropolis, Ghana, with 50 students assigned to an experimental group receiving guided discovery instruction and 50 students serving as a comparison group. Students completed a standardized assessment on the surface area of a cylinder before and after the instructional intervention. Statistical analyses included descriptive statistics, paired-sample t-tests to measure learning gains, and independent-sample t-tests to examine gender differences in achievement. Results showed a substantial improvement in students’ performance following the guided discovery intervention. The mean score increased from 1.25 in the pre-test to 9.43 in the post-test, with a large effect size (Cohen’s d = 2.70), indicating a strong positive impact of the instructional strategy. Additionally, significant differences were observed in achievement across gender groups. The findings suggest that guided discovery methods can enhance conceptual understanding and improve student performance in geometry. These results support the use of student-centered instructional strategies in mathematics education to promote deeper learning and engagement.
Recommended Citation
Ahortu, Paul, "Effectiveness of the Guided Discovery Method in Teaching the Surface Area of a Cylinder" (2026). 2026 Symposium. 46.
https://dc.ewu.edu/srcw_2026/ps_2026/p1_2026/46
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Effectiveness of the Guided Discovery Method in Teaching the Surface Area of a Cylinder
PUB NCR
Understanding geometric concepts such as the surface area of a cylinder presents challenges for many high school students. This study examines the effectiveness of the guided discovery instructional method in improving students’ achievement in learning this concept. A quasi-experimental research design with pre-test and post-test measures was used to evaluate the impact of the instructional approach. The study involved 100 Senior High School students in the Cape Coast Metropolis, Ghana, with 50 students assigned to an experimental group receiving guided discovery instruction and 50 students serving as a comparison group. Students completed a standardized assessment on the surface area of a cylinder before and after the instructional intervention. Statistical analyses included descriptive statistics, paired-sample t-tests to measure learning gains, and independent-sample t-tests to examine gender differences in achievement. Results showed a substantial improvement in students’ performance following the guided discovery intervention. The mean score increased from 1.25 in the pre-test to 9.43 in the post-test, with a large effect size (Cohen’s d = 2.70), indicating a strong positive impact of the instructional strategy. Additionally, significant differences were observed in achievement across gender groups. The findings suggest that guided discovery methods can enhance conceptual understanding and improve student performance in geometry. These results support the use of student-centered instructional strategies in mathematics education to promote deeper learning and engagement.
