




































 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.16, Number 7; July-2025; 

ISSN: 2837-3707 | Impact Factor: 8.97 

https://zapjournals.com/Journals/index.php/gjear 

Published By: Zendo Academic Publishing 

 

 

pg.11 

ENHANCING THE ACADEMIC ACHIEVEMENT OF PHYSICS 

STUDENTS IN ELECTRICITY THROUGH GUIDED DISCOVERY 

METHOD  
 

1Abdulwaheed, Opeyemi Ibrahim Ph.D. and 2Sunday Yomi Ph.D. 

Corresponding Author: oabdulwaheed9@gmail.com 

 

Article Info  Abstract 

Keywords: Achievement, 

Electricity, Enhancing, 

Conventional, Guided discovery 

method. 

DOI 

10.5281/zenodo.16567447 

 The study examined the effectiveness of Guided discovery method on 

secondary school students’ academic achievement in electricity in 

Anyigba, Kogi state, Nigeria. The study adopted a quasi-experimental 

research design. The study population consisted of all the SSII students 

studying Physics in all public co-educational secondary schools in 

Anyigba, Kogi State during the 2024/2025 academic session. The study 

was guided by four research questions and three hypotheses, which 

were tested at 0.05 level of significance. The sample comprised 122 

SSII students in two intact classes from two co-educational public 

secondary schools, selected using the probability proportional size 

(PPS) sampling technique. The instrument used for the collection of 

data was Electricity Achievement Test (EAT), which was developed 

by the researcher and validated by experts in Test and Measurement 

and Physics education. The internal consistency of EAT using Kuder 

Richardson 20 (KR20) formula stood at 0.87. The obtained data were 

analyzed using descriptive and inferential statistics. The findings from 

the study revealed that students exposed to the guided discovery 

method achieved higher in electricity than their counterparts who were 

exposed to the conventional method. On the basis of this, it was 

recommended that Physics teachers should be encouraged to adopt the 

use of guided discovery method as a mode of teaching electricity 

concepts and that it should be also incorporated into the teacher 

education program. 
 

 

Introduction 

Science is a great enterprise that brought advance technology because of its significance and relevance to life, 

society, and the nations. Science is both a process (scientific method) and a product (knowledge, fact and 

principles). Both the process and product of science are acquired through education which is a specialized type 

of education such as science education. Science plays an important role in the society because it relates to our 

                                                           
1 Department of Science Education, Faculty of Education, Prince Abubakar Audu University, Anyigba, Kogi State, Nigeria. 
2 Department of Science Education, Faculty of Education, University of Ilorin, Nigeria. 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 16 (7) 

 

pg.12 

daily life and career (Abdulwaheed, 2022). The importance of science in our society led the Federal Government 

of Nigeria, through the Federal Ministry of Education to introduce science subjects in the nation’s secondary 

school curriculum. Physics is one of the major of such subject introduced. 

Physics can be describe as the backbone of science and technology because many of the tools on which scientific 

and technological advancement depends are direct products of physics. Knowledge of physics is one of the key 

factors that led to the guided discovery of light, vehicles, solar panels, and electrical appliances and farm machines 

such as tractors, bulldozers and plow. Bello (2019) saw physics as the core subject in science and technology 

because it studies the essence of natural phenomena and helps people understand the rapidly technological 

changing society. Physics therefore is an intentional enterprise that plays a key role in the future progress of 

mankind.  

Despite the importance of physics as a subject and electricity as a topics in physics, the achievement of students 

in external examinations has remained unsatisfactorily poor especially in the Anyigba education zone. Evidence 

from the WAEC Chief Examiner’s Report across the years shows that from 2019 to 2023 shows that the 

percentage number of students who passed the subject at a credit grade and above kept fluctuating. In some of the 

years, a high number of students passed at the credit level such as 68.74% in 2019, whereas a significant decrease 

was noted in 2020, with the number of students who passed at the credit level and above reduced to 46.77 percent. 

A similar trend was observed in 2022 where 60.01 percent passed at the credit level and above. This trend 

decreased in 2023, where 58.95 percent of students passed at credit level and above. A comparison of students’ 

performance is often given by the WAEC Chief examine inform of a raw mean score indicating the average 

achievement of students in the subject, followed by a standard deviation score which further shows the variance 

in the performance of students for the years.  

Factors such as lack of well-equipped and functional physics laboratory, method of teaching, Lack of qualified 

teachers, shortage of experienced and committed physics teachers, teaching methodology such as Traditional 

method among others. The teaching methods adopted by physics teachers hold common place. Based on the 

deplorable trend of physics students’ low achievement, some researchers have recommended some instructional 

strategies to help in salvage the problem of low achievement in physics. For instance, Kapur (2010) suggested 

problem-based learning for better performance, problem-solving, and line graphing skills in physics Orji (2013), 

cooperative learning strategy (Abdulwaheed, 2023) among others, but the problem is yet to solve.  

Science teachers have always recognized the importance teaching of teaching methods as a means of introducing 

learners to the scientific process of experimentation. To this end, the United Nations Educational Scientific and 

Cultural Organization (UNESCO) and the International Union of pure and Applied Physics (IUPAC) have 

participated in numerous international meetings to promote inexpensive experimental teaching in Physics. Guided 

discovery teaching method is a style or method of teaching where the learner is seeks to discover and create 

answers to recognized problems through procedure of making a diligent search, some time with minimum 

guidance from the teacher (Callahan, et al., 2015).  

Guided Discovery Method is a powerful instructional approach that guides and motivates learners to explore 

information and concepts in order to construct new ideas, identify new relationships, and create new models of 

thinking and behavior, Adams & Freeman (2016); O'Neil& Pegrum (2018). Guided Discovery Method is a 

method that encourages learners to explore the content by using of concrete experience, Uwameiyi and 

Ogunbemeru (2015). Therefore, guided discovery method is characterized by convergent thinking and enables 

students to make references with limited guidance from the teacher with the opportunity to discover principles or 

explanations (Nguyen, 2018). 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 16 (7) 

 

pg.13 

Gender as a factor in science subjects has generated some concern for science educators. Ocho (2017) observed 

that female students achieve better than male students in science. Ezeudu (2015) observed that sex has significant 

effect in favor of females in cognitive performance. This shows that there is controversy on science performance 

by gender. Gender refers to the socially/culturally constructed characteristics and associated with males and 

females in any society (Okeke 2017). Gender is the outcome of cultural learning and socialization that continues 

throughout life because undue attention is paid to socialization during childhood. It is socially constructed and 

not biologically determined. In response to this challenge, the researcher finds it necessary to empirically verify 

empirically the effectiveness of guided discovery method in enhancing physics students’ achievement in 

electricity and whether the method is gender biased. 

The study was anchored on constructivist’s theory such as Ausubel (1969) theory of meaningful verbal learning. 

This theory is based on anchored on the principles of meaningful learning, prior knowledge, and advanced 

organizer. The theory emphasizes that meaningful learning occur when new information is linked or associated 

with existing concepts in the learner’s current knowledge. The implication of the theory for the present study is 

that the teacher who acts as a facilitator motivates learners to discover facts and principles for themselves, and 

also provides a preview of the concept to be learnt with the use of advance organizer. The theory is relevant to 

the present study because learning is a process through which the learner actively constructs new ideas based on 

his/her previous knowledge. This is applicable to the guided discovery method. 

Statement of the Problem 

The persistent poor achievement in Physics has been partly ascribed to inadequate teaching and instructional 

methods adopted by teachers. In support of this view, Derek (2017) reported the seriousness of the deplorable 

performance of secondary school students in Physics and identified the persistent use of traditional methods of 

instruction as one of the major shortcoming affecting learning and higher performance in Physics. Many students 

find Physics to be a hindrance in attaining their objectives. Therefore, it is necessary to properly groom the 

students’ right from the secondary level to enable them to improve their academic achievement in Physics. The 

low achievement of students in science subjects, particularly Physics, has assumed a serious dimension as reported 

by the West African Examination Council (2021). Considering this, the study intent to investigate in enhancing 

physics students’ achievement in electricity through the guided discovery method. 

Purpose of the study 

The main purpose of this study is to investigate in the enhancing physics students’ achievement in electricity 

through guided discovery method in Anyigba, Kogi State. The specific objectives are as follows: 

i.  Determine the achievement levels in electricity before and after exposure to the guided discovery method 

ii.  Determine the mean scores of the SSII students’ pretest and posttest achievement in the experimental and 

control groups? 

iii.  Determine the mean pretest and posttest achievement scores of male and female SSII students in the 

experimental and control group? 

iv.  Determine the interaction effect of methods and gender on the mean scores of students’ achievement in 

electricity? 

Research Questions 

The study was guided by the following research questions: 

i.  What are the SSII levels of achievement in electricity before and after guided discovery method exposure? 

ii.  What are the mean pretest and posttest achievement scores of the SSII students in the experimental and 

control groups? 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 16 (7) 

 

pg.14 

iii.  What are the mean pretest and posttest achievement scores of male and female SSII students in the 

experimental and control group? 

iv.  What is the interaction effects of methods and gender on the mean scores of students achievement in in 

electricity? 

Hypotheses 

The following hypotheses were used to guide the study 

HO1: There is no significant difference between the mean posttest achievement scores of the SSII students in the 

experimental and control groups 

HO2: There is no significant difference between the mean posttest achievement scores of male and female SS II 

students in the experimental group. 

HO3: There is no significant interaction effect of methods and gender on the mean scores of students’ achievement 

mean scores in electricity. 

Method 

The study adopted quasi experimental, specifically pretest-posttest nonequivalent control group research design. 

The study population for the study comprised all SSII students studying Physics in all public secondary schools 

in Anyigba, Kogi State during the 2024/2025 academic session. A total of 122 SSII Physics students in two intact 

classes from two co-educational public schools were used as the sample for the study. In selecting the two schools 

used in the study, the Probability Proportionate to Size (PPS) sampling technique was adopted. The choice of 

using only the public co-educational schools was based on the fact that the students have a similar learning 

environment. 

The instrument used for data collection was Electricity Achievement Test (EAT), which was developed by the 

researcher and validated by experts in the fields of Measurement and Evaluation and Physics education. A pilot 

study was conducted on 34 SSII intact class physics students from a public secondary school that was not part of 

the selected schools but had a similar learning environment. Data obtained from the pilot study was used to 

establish the reliability of the instrument. The internal consistency of EAT using Kuder Richardson 20 formula 

(KR20) stood at 0.87. 

The items for EAT was developed based on the secondary school physics curriculum on the concepts of electricity 

in the secondary school physics curriculum and structured based on the table of specifications. The EAT 

comprised of 20 multiple-choice questions on the principle of electromagnetism. The 20 items have four options, 

A to D, with only one correct option in line with Senior School Certificate Examination standard. Each correct 

option attracted 5 marks, while wrong option attracted 0 mark. Therefore, the maximum and minimum mark 

obtainable were 100% and 0% respectively. For EAT, the students’ scores were categorized into high, average, 

and low achievement levels. High achievement level indicates the range of scores from 60% and above. The 

average achievement level indicates the range of score from 50 to 59%, while a low achievement level indicates 

a score range from 0 to 49%. 

The two intact classes were randomly assigned to the experimental and control groups. There were 63 students in 

the experimental group (33 males and 30 females) and 59 in the control group (34 males and 25 females). Both 

the experimental and control groups were pretested before the start of the treatment. Treatment started one week 

after the administration of the pretest for each groups. The students in the experimental group were taught 

electricity by a Physics teacher who served as research assistant using guided discovery method, while the 

students in the control group were taught the same concept by the Physics teacher who was also the research 

assistant, using the conventional teaching method. The lesson plans prepared by the researcher were used by the 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 16 (7) 

 

pg.15 

research assistant teachers for four weeks to teach electricity in the experimental and control groups using the 

normal school schedule for Physics lesson. 

After the four (4) weeks’ treatment, both the experimental and control groups were post -tested. The students’ 

scores of the students for the pretest and posttest were sorted out and analyzed. Descriptive and inferential 

statistics were used in analyze the obtained data. The four research questions were answered using simple 

percentages, means and standard deviations, and the three hypotheses were tested at a significance level of 0.05 

using analysis of covariance (ANCOVA). 

Results 

Research Question One: What are the SSII students’ levels of achievement in electricity before and after 

exposure to guided discovery method? 

To answer this research question, the Electricity achievement test (EAT) was administered to the students in the 

experimental group. The analysis results are presented in Table 1. The analysis in Table 1 shows a total number 

of 63 students in the experimental group. The analysis revealed that before the students were exposed to guided 

discovery method, no student was found at high achievement level (60-100%). This indicates 0%. 15(23.81%) 

students were found at average achievement level (50-59%), while 48 (76.19%) students were at low achievement 

level (0-49%). However, after the exposure of the students to the intervention, 20(31.75%) students were found 

at high achievement level (60-100%). 24(38.09%) students were found at average achievement level (50-59%), 

while 19(30.16%) students were at low achievement level (0-49%). The analysis showed that guided discovery 

method was effective in enhancing students’ achievement in electricity. 

Table 1: Levels of Achievement of SSII Physics Students before and After Exposure to Generative 

Instructional Method 

 
Achievement Range of the Scores  Before   After 

Levels in Percentage N  % N % 
High 60-100 0  0 20 31.75 

Average 50-59 15  23.81 24 38.09 

Low 0-49 48  76.19 19 30.16 

Total  63  100 63 100 

 
Research Question Two: What are the mean pretest and posttest achievement scores of the SSII students in the 

experimental and control groups? 

To answer the second research, the analysis is presented in Table 2. The analysis in Table 2 indicated a pretest 

and posttest achievement mean scores of 28.36 and 50.63 with standard deviations of 3.87 and 2.75, respectively, 

for the students exposed to the guided discovery method (Experimental), while those exposed to conventional 

method (control) had a pretest and posttest achievement mean scores of 24.65 and 28.58 with standard deviations 

of 3.11 and 3.55, respectively, the mean differences between the two groups were 22.27 and 3.93. This implies 

that students exposed to guided discovery method had higher achievement than their peers exposed to the 

conventional method. 

Table 2: Mean Pretest and Posttest Achievement Scores of SSII Students in the Experimental and Control 

Groups 

  Pretest Posttest  

Variable N Mean Std. Mean Std. Mean Difference 

  Dev  Dev  

Experimental 63 28.36 3.32 50.63 2.75 22.27 

Control 59 24.65 3.41 28.58 3.30 3.93 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 16 (7) 

 

pg.16 

Research Question Three: What are the mean pretest and posttest achievement mean scores of male and female 

SSII students in the experimental and control groups respectively? 

To answer third research question, Table 3 presents the mean achievement scores with the standard deviations of 

male and female students in the experimental and control group. The analysis in Table 3 revealed that in the 

experimental group, the mean score of the pretest and posttest achievement of 28.23 and 36.33, respectively, with 

standard deviations of 3.42 and 2.38 were recorded for male students, whereas those of 25.14 and 32.33, 

respectively, with standard deviations of 3.15 and 2.24 were recorded for female students. Similarly, in the control 

group, the pretest and posttest achievement mean scores of 23.35 and 24.69 with standard deviations of 3.10 and 

3.90 were recorded for male students, while those of 24.76 and 23.58 with standard deviations of 3.11 and 2.73 

were recorded for female students. The mean differences for male and female students in the experimental group 

were 8.34 and 7.13, respectively, whereas those of the control group were at 1.35 and 1.18 respectively. 

Table 3: Mean Pretest and Posttest Achievement Mean Scores of Male and Female SSII Students in the 

Experimental and Control Groups. 

   Pretest  Posttest Mean 

Variable Gender N Mean Std. Mean Std. Difference 

   Dev  Dev   

 Male 33 28.23 3.42 36.33 2.38 8.10 

Experimental Female 30 25.14 3.15 32.33 2.24 7.19 

 Male 34 25.13 3.15 28.69 3.85 3.56 

Control Female 25 24.32 3.10 26.42 2.69 2.10 

 

Research Question Four: What are the interaction effects of method and gender on the mean score of students’ 

achievement mean scores in electricity? 

To answer the forth research question, Table 4 presents the mean differences of male and female students in the 

experimental and control groups. The analysis in Table 4 showed that the mean achievement (8.10 and 7.19) were 

higher at the two gender levels (male and female) in the experimental group than that of their peers in the control 

group. This implies that there was no interaction effect of the methods on the students’ mean achievement in 

electricity. This implies that guided discovery method was superior to the conventional method in enhancing 

students’ achievement in electricity in Anyigba. 

Table 4: Interaction effects of Methods and Gender on the Achievement Mean 

Scores of SSII Students in Electricity 

Gender The experimental Group (GDM) Control Group (CONV) 

Category (Mean Difference) (Mean Difference) 

Male 8.10 3.56 

Female 7.19 2.10 

 

Hypotheses 

The data collected from both the experimental and control groups were subjected to analysis of covariance 

(ANCOVA) in order to test hypotheses 1, 2 and 3. The summary of the analysis is presented in Table 5. 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 16 (7) 

 

pg.17 

Table 5: Summary of ANCOVA test of Significance on the Effects of Treatment, Gender and Methods on 

the Achievement Mean Scores of SSII Students in Electricity 

Sources of Variation Type III Sum 

of Squares 

Df Mean 

square 

Fcal. P  Decision 

Corrected Model 232.738 4 79.312 9.421 0.000  

Intercept  4837.142 1 4837.142 57.823 0.000  

Treatment  2440.380 2 334.281 37.821 0.000 S 

Gender  38.832 2 6.784 0.783 0.512 NS 

Treatment*Gender 232.540 2 9.214 1.234 0.063 NS 

Error  46372.832 115 8.356    

Total  249342.421 122     

Corrected Total  3461.632 121     

* Significant at p<0.05 level 

Note: Hypotheses 1, 2, and 3 were tested in Table 5.  

HO1: There is no significant difference between the mean posttest achievement scores of the SSII students 

in the Experimental and control groups. 

Table 5 reveals the two-way ANCOVA test on the main effect of the method on the mean scores of students’ 

achievement in electricity. The analysis showed a significant outcome F(2, 115, = 37.821, P = 0.000 < 0.05). 

Since the P-value of 0.000 is less than the significant level set at 0.05, the null hypothesis was rejected. This 

means that there was a significant difference between the mean scores of the posttest achievements score of the 

SSII students taught electricity using guided discovery method and those taught the same concept using 

conventional method. 

HO2: There was no significant difference between the mean posttest achievement scores of male and female SSII 

students in the experimental group. 

Table 5 presents the analysis of the ANCOVA test on the interaction effects of method and gender on the students’ 

achievement mean scores in electricity. The analysis indicated F(2, 115 = 0.783, P = 0.512> 0.05). Since the P-

value of 0.512 is greater than the significant level set at 0.05, the null hypothesis was retained. This means that 

there was no significant difference between the mean scores of posttest achievement of male and female SSII 

students taught electricity using guided discovery method. The method is not gender biased. 

Ho3: There are no significant interaction effects of methods and gender on the mean score of students’ 

achievement in electricity. 

Table 5 presents the analysis of the ANCOVA test on the interaction effects of method and gender on the students’ 

achievement mean scores in electricity. The analysis revealed no significant interaction effects F(2, 115 = 1.090, 

P = 0.063 > 0.05). Since the P-value of 0.061 is greater than the significant level set at 0.05, the the null hypothesis 

was upheld. This means that there was no significant interaction effect of methods and gender on the mean 

achievement mean scores of students in electricity. The implication of this is that guided discovery method did 

not discriminate across gender. 

Discussion of the Findings 

The overall result of the study revealed that the students taught electricity using guided discovery method achieved 

higher than their peers taught the same concept using the conventional strategy. This finding is in consonant with 

the studies of Ogunleye and Babajide (2011); Nwafor and Aja (2017); Olagbaju (2019) found that students 

exposed to guided discovery method had higher achievement in Physics. This implies that if physics and science 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 16 (7) 

 

pg.18 

teachers alike could adopt the guided discovery method in teaching-learning processes, there will be an 

improvement in students’ mastery and achievement in electricity will improve. 

The study also showed that there was no significant difference between the mean score of posttest achievement 

of male and female students taught electricity using guided discovery method. The study further revealed that 

there was no significant interaction effect of methods on the mean scores of the students’ achievement in 

electricity. This finding is in agreement with those of Oludipe and Oludipe (2010) and Okoli and Ofodum (2017), 

who reported that the guided discovery method reduce gender differences. This implies that guided discovery 

method does not discriminate across gender and was more effective than the conventional method in enhancing 

students’ achievement in electricity. 

Conclusion 

This study examined the effectiveness of the guided discovery method on the achievement of secondary school 

Physics students in electricity and found that the strategy was effective in improving the learning outcomes of 

students in electricity. This could be attributed to the basic feature of the metod as a learner-centred approach 

where students carry out activities themselves. That is, they build their own ideas, identify their conceptions and 

misconceptions, and correcting such identified misconceptions. Gender has no effect on the mean academic 

achievement score students in electricity. Treatment and gender have no significant interaction effects on the 

mean academic scores of the students in electricity. Based on the findings of this study, it was concluded that 

guided discovery method has great potential in enhancing students’ achievement in electricity and the method 

built better teacher-student and student-student interaction during lessons and developed greater confidence in the 

students. 

Recommendations 

Based on the findings of this study, the following recommendations were provided. 

1. Physics Teachers should be encouraged to adopt the use of guided discovery method in the teaching-

learning processes to improve students’ achievement in electricity. 

2. Governments at all levels, in collaboration with professional bodies such as the Science Teachers 

Association of Nigeria (STAN), Nigerian Educational and Research Development Council (NERDC), should 

organize capacity building programs for secondary school Physics teachers and science teachers alike, through 

seminars, workshops, symposia and conferences among others, on the effective use of guided discovery method. 

3. Guided discovery method should be incorporated into the science teacher program for equipping the 

trainee teachers with the skills on the effective use of the method. In addition to this, the strategy should be 

incorporated into the science curriculum of secondary schools and advocate that learners should be part of the 

knowledge creation process. 

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