COMPARATIVE EFFECT OF GUIDED-DISCOVERY AND EXPOSITORY METHOD ON STUDENTS' PERFORMANCE IN BIOLOGY IN ILORIN METROPOLIS KWARA STATE

This paper investigated the effects of Guided-discovery and expository method on students’ performance in Biology and their effects on gender. The study adopted a protest-prost-test, non randomized experimental group design. Two hundred and forty [240] S811 Biology students were randomly selected from two co-educational government owned secondary schools in Ilorin metropolis. The test items used in the study was limited to one content area of the Biology curriculum which is circulatory system. The choice of the topic was based on the fact that it has been identified as one - of the difficult concepts in the senior secondary school Biology curriculum. A = researcher - designed instrument tag Biology Performance Test (BPT) comprising 50 multiple items was used for data collection. The reliability of the instrument with Co- efficient of 0.75 was achieved. Three Research questions were raised while three hypotheses were to formulate guide the study. Analysis of covariance (ANCOVA) was used to analyze the data. The result was verified at 0.05 level of significant difference on the performance of students exposed to two instructional methods. It showed that the Guided-discovery instructional method was superior to Expository method of teaching.