Faculty Mentor
Dr. Indika Dewage
Presentation Type
Poster
Primary Discipline of Presentation
Mathematics
Abstract
This study investigates the impact of the guided discovery instructional method on students’ understanding of the surface area of a cylinder. A quasi-experimental pre-test–post-test design was conducted with 100 senior high school students in Cape Coast, Ghana, divided into experimental and comparison groups..
Results showed a substantial improvement in performance for students exposed to guided discovery, with mean scores increasing from 1.25 (pre-test) to 9.43 (post-test) and a large effect size (Cohen’s d = 2.70). Statistical analysis also revealed significant gender differences in achievement.
These findings indicate strong improvement following the guided discovery intervention and suggest its potential to enhance conceptual understanding and engagement in geometry learning.
Recommended Citation
Abimbade, C.T. (2004). Effective Primary School Science Teaching, Meaning, Scope and Strategies into Oyetunde, YA, Mallam and GA and Zagi (Ed.). The practice of teaching, perspective and strategies, pp.176-186 Adebimbe, A. O. (1997). Improvisation of Science Teaching Resources. Proceeding of 40th annual conference of STAN PACS 97.Kano:Nigeria.pp55-60 Aduwa-Ogiegbeam, S.O., & Imogie, A. I. (2005). Instructional Communication and Technology in Higher Education Ibadan, Nigeria: Stirling Hordon publisher. Askew, M. Denvir, H. & Rhodes, V. (2000). Describing primary mathematics lessons observed in the Leverhulme Numeracy Research Programme: A Qualitative Framework. In PME Conference: Proceedings (pp.2-17).
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
Analysis Commons, Applied Mathematics Commons, Data Science Commons
Effectiveness of the Guided Discovery Method in Teaching the Surface Area of a Cylinder
This study investigates the impact of the guided discovery instructional method on students’ understanding of the surface area of a cylinder. A quasi-experimental pre-test–post-test design was conducted with 100 senior high school students in Cape Coast, Ghana, divided into experimental and comparison groups..
Results showed a substantial improvement in performance for students exposed to guided discovery, with mean scores increasing from 1.25 (pre-test) to 9.43 (post-test) and a large effect size (Cohen’s d = 2.70). Statistical analysis also revealed significant gender differences in achievement.
These findings indicate strong improvement following the guided discovery intervention and suggest its potential to enhance conceptual understanding and engagement in geometry learning.
Comments
Many high school students experience difficulty understanding the concept of the surface area of a cylinder, particularly in visualizing and applying geometric relationships. During teaching practice at Ghana National College, this challenge was clearly observed, indicating a need for more effective instructional strategies.
This study investigates the effectiveness of the guided discovery method, a student-centered approach that encourages active learning and conceptual understanding. The research was conducted among senior high school students in the Cape Coast Metropolis, Ghana, to examine whether this method improves students’ academic performance.
The effectiveness of the approach was evaluated by comparing students’ pre-test and post-test scores.