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Advances in Social Sciences Research Journal – Vol.7, No.7
Publication Date: July 25, 2020
DOI:10.14738/assrj.77.8606.
Bokolo, F., Uwah, I. V., & Simeon, N. (2020). Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School
Two (S.S.2) Students’ Achievement In Oral English In Bayelsa State. Advances in Social Sciences Research Journal, 7(7) 75-85.
Effects Of Demonstrative And Discovery Teaching Strategies On
Senior Secondary School Two (S.S.2) Students’ Achievement In Oral
English In Bayelsa State
Bokolo, Faith,
Department of Educational Foundations,
Isaac Jasper Boro College of Education,
Sagbama, Yenegoa, Bayelsa State, Nigeria
Uwah, Idongesit Victor,
Dept. Educational Psychology, Guidance
& Counselling, Port-Harcourt University,
Rivers State, Nigeria
Dr. Simeon, Norman
Department of Educational Foundations,
Isaac Jasper Boro College of Education,
Sagbama, Yenegoa, Bayelsa State, Nigeria
ABSTRACT
The researchers investigated the effects of Demonstrative and Guided
Discovery teaching strategies on Senior Secondary School Two (2)
students’ achievement in Oral English in Bayelsa State. A quasi- experimental design approach was adopted, using a sample of Sixty (60)
students comprising of both male and female from Yenagoa Local
Government Area of Bayelsa State. Data collated were analyzed using
mean standard deviation and the Analysis of Covariance (ANCOVA). This
research was guided by Four (4) research questions and hypothesis. The
instrument used for data collection was the Oral English achievement
test (OEAT), The instrument contained 25 multiple choice items marked
over 100 which were standardized. KR20 was used to determine a
reliability coefficient of 0.95. The test was based on human sound
system. The result analyzed showed among others that there was a
significant difference (P=0.000<0.05) between demonstrative and
discovery, and demonstrative and conventional methods of teaching. On
the other hand, no significant difference existed (p=0.314>0.05)
between discovery and conventional method of teaching. The
significance difference observed between the various teaching methods
is indicative that the demonstrative method is the most effective in the
teaching of Oral English. Some recommendations were made on
enhancing Oral English language skill acquisition such as provision of e- learning facilities in schools, continuous education for Oral English
teachers among others.
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URL: http://dx.doi.org/10.14738/assrj.77.8606 76
Bokolo, F., Uwah, I. V., & Simeon, N. (2020). Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’
Achievement In Oral English In Bayelsa State. Advances in Social Sciences Research Journal, 7(7) 75-85.
Keywords: Achievement, Teaching Strategy, Traditional Strategy,
Conventional Strategy and Guided Discovery Strategy.
INTRODUCTION
English language was first introduced to Nigeria in the 19th century by colonial masters and has
eventually become the official language. English language is no longer the monopoly of the English
people but serves as an effective means of promoting our cultural identity in Nigeria being a
multilingual nation. Corroborating this assertion is Fakeye (2006), claimed that English language
affords the various socio-ethnic groups in Nigeria to be able to communicate effectively. Today in
Nigeria, the importance of English language cannot be denied nor ignored since a working
knowledge of English language is necessary for appointment into political offices, business
organisations, teaching profession, mass media and other frontline positions in various service
industries. Being the lingua France of Nigeria, English Language is globally recognized as a language
of science as well as the all-influential World Wide Web and other electronical devices are in English
first, before being made available in other languages. Unfortunately, Obinegbo (2011) asserted that
majority of Nigerian students do not possess partial mastery of the prerequisite skills and
knowledge necessary for proficiency in English language.
In the Nigerian education system, English language serves as a core subject as well as a medium of
instruction. Despite the importance of English language, Onabamiro (2005) claimed that it is
fashionable for most students while they are yet in primary and secondary school, aspire to pursue
careers in computer science, Economics, Microbiology, Engineering, Medicine or Law. He added that
a Credit pass in English language is a compulsory requirement to almost every profession. Students
are expected to have at least a Credit pass in English before gaining admission into tertiary
institution.
Consequently, results obtained from WASSCE has shown that over a quarter of students that sat for
the examination performed below the necessary grade point in English language (Uwadiae, 2010).
Also, Okpala (2011) reported that 80% of the 2010 November/December Senior Secondary School
Examination failed in English language. According to a Chief Examiner Report of some of these
examination bodies, one of the problem students have in English is oral component. Among the four
basic skills of English which includes reading, writing, listening and speaking, the Oral skill is
considered to be very important as it is seen as the wheel through which the other three skills of
English thrives. The amount of questions and marks allocated to oral English test in various public
examination question paper further shows the importance of oral English in English language. As
important as the oral English may be, a casual observation reveals that it is a part of English
language that teachers give little attention to when teaching. It is also observed that it is the part
that students pay less attention to in their study of English language.
Moreover, oral language acquisition has a profound impact on children’s preparedness on their
success through their academic careers. It is true says Connie et al (2008) that if students do not
have the ability to express their ideas orally, they will not be able to express their ideas in writing.
Hence, teachers adopt different teaching strategies such as Demonstrative, Guided Discovery and
Conventional methods in achieving teaching objectives.
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Additionally, Duch (2002) described demonstrative strategy as an instructional strategy that
challenges students to “learn how to learn”, working cooperatively in groups to seek solution to real
world problems. Teachers and scientist make use of this strategy attempting to translate theory into
practice (Adufe, 2005). On the other hand, the guided discovery is a process in which students are
provided with direction and freedom in the classroom. Instead, the would-be instructor is seen as a
facilitator, mentor, coach or consultant. Teacher provides coaching and modeling by using guided
discovery method (Mayer, 2004, p.15). However, teachers who have experimented with guided
discovery learning stated that they dislike the approach because it is not feasible with increased
pressure to cover sufficient content for end of year high stakes test (Masteroperiet al, 2007, p.35).
The traditional instruction as the name implies, focused on how the instructor teaches. In this
model, class periods are lecture based and involves note taking. It is expected that students will
answer questions generated by their teacher (Shungar&Tekkaya, 2006).
According to De Cecco and Crawford (1977), achievement is the expectancy of finding satisfaction
in mastering challenging and difficult performances. In addition, Yelon, Weinstein &Weener (1977)
expresses achievement as the successfulness of an individual, while another source Smith and
Hudgins (1964:95) say that achievement is to do ones best, to be successful, to accomplish task
regarding skill and effort to be recognized by authority.In teaching English Language, although
teachers use various teaching methods to encourage their students to speak but seem to be failing
in obtaining the accurate level of achievement due to usage of inappropriate test. Teachers use
diagnostic test more often than achievement test and placement test in order to assess students
level of achievement in oral English.
From the foregoing, although many studies have been carried out in improving achievement in
English language, not much has been done in the area of Oral English achievement in relation to
teaching methods. Studies have found out that English language focuses on writing and reading
skills. Few studies found Oral English as being theoretical in nature, thereby lacking empirical basis.
However, it is necessary that Oral English should be given its pride of place in order to enhance
achievement by learners of the language.
English Language is vital to the socio-economic, political and educational development in Nigeria.
As a result of this importance, students are required to have at least a credit pass in the subject
before gaining admission to tertiary institutions in the country. Despite the importance of this
subject, thousands of Nigerian students are not performing well in it both in school and public
examination. According to Chief Examiner Reports of some of these examination bodies, one of the
major problem students have in English, is their deficiency in oral English Language.
A number of factors have been discovered by researchers as being responsible for student’s
deficiency in Oral English. Chief of these are some of the teaching methods used in teaching Oral
English.
Therefore, the study investigated the effects of the Demonstrative and Guided Discovery teaching
strategies on Student’s achievement in Oral English Language in Bayelsa State.
As a result of these, the specific objectives of the study are to find out;
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URL: http://dx.doi.org/10.14738/assrj.77.8606 78
Bokolo, F., Uwah, I. V., & Simeon, N. (2020). Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’
Achievement In Oral English In Bayelsa State. Advances in Social Sciences Research Journal, 7(7) 75-85.
1. The effect of demonstrative and discovery teaching strategy on senior secondary school two
student’s achievement in oral English in Bayelsa state as compared by their pretest and post- test scores
2. The effect of demonstrative teaching strategy on senior secondary school two student’s
achievement in oral English in Bayelsa state as compared by the control group.
3. The effect of discovery teaching strategy on senior secondary school two student’s
achievement in oral English in Bayelsa state as compared by the control group.
4. The effect of the various teaching methods on senior secondary school two student’s
achievement in Oral English in Bayelsa State.
The following research questions are also asked to guide the researcher in the course of the study;
1. What is the effect of demonstrative and discovery teaching strategies on senior secondary
school two student’s achievement in oral English in Bayelsa state as compared by their
pretest and post-test mean scores?
2. What is the effect of demonstrative teaching strategy on senior secondary school two
student’s achievement in oral English in Bayelsa state as compared with those in the control
group?
3. What is the effect of discovery teaching strategy on senior secondary school two student’s
achievement in oral English in Bayelsa state as compared with those in the control group?
4. What is the effect of the various teaching methods on senior secondary school two student’s
achievements in Oral English in Bayelsa State?
RESEARCH QUESTIONS
The following research question were posed to guide the study:
1. What is the performance mean score in the Pretest and Posttest of the students taught
through the demonstrative and discovery teaching method?
2. What is the performance mean scores of students taught using demonstrative and
conventional method?
3. What is the performance mean scores in the pretest and posttest of the students taught using
discovery and those taught through conventional method?
4. What is the mean score of students taught Oral English using the various methods
(demonstrative, conventional and discovery method)?
HYPOTHESES
Ho1: There is no significant difference between the mean performance of those taughtOral
English through the demonstrative and discovery teaching method.
Ho2: There is no significant difference between the performance mean scores of students
taughtOral English using the demonstrative method and those taught using conventional
method.
Ho3: There is no significant difference between the performance mean scores of students
taughtOral English using discovery and those taught using conventional teaching
method.
Ho4: There is no significant interaction effect of all the various groups on students’
achievement in Oral English .
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METHODS
The study used the quasi-experimental design. It comprised of the Demonstrative group
(treatment), Discovery group (treatment) and the Conventional group (control). The population of
the study consist of all SS II students in Bayelsa State. The sample size for this study was 60 students
comprising of male and female students. Simple random sampling technique was employed in the
study. The research instrument used for the study was Oral English Achievement Test (OEAT) which
served as pre-test and post-test instrument. The instrument contained 25 multiple choice items to
be marked over 100 which were standardized. KR20 was used to determine a reliability coefficient
of 0.95. The test was based on human sound system which included vowel sounds, consonant
sounds, diphthongs, stress pattern of words and emphatic stress.
The methodology involved using one or more elements of different teaching methods and
assessment during in-class activities. The treatment was personally administered by the
researchers including the test administration. The treatment for all the groups lasted for Four (4)
weeks. The students were taught the same syllable content. Specifically, those in the demonstrative
group were exposed to more illustrative examples and active communication from the teacher.
Those in the discovery group were guided on content area to be explored, while those in the
conventional group were passively involved in class activity. Mean,t-test and Analysis of Covariance
(ANCOVA) was used in the analysis. The mean and standard deviation were used to answer all the
research questions, significance value associated with ANCOVA was used to test hypothesis 1 and
4.
RESULTS
Research Question 1
What is the effect of demonstrative and discovery teaching strategies on senior secondary school
two student’s achievement in oral English in Bayelsa state as compared by their pretest and post- test mean scores?
Hypothesis 1
There is no significant difference between the mean performance of those taught Oral English
through the Demonstrative and Discovery teaching method.
Table 1: Shows ANCOVA analysis of the effect of demonstration and discovery teaching strategies on
students’ achievement in Oral English language.
Group No X S.D
Demonstration Pretest 20 43.20 8.66694
Posttest 20 73.95 11.71807
Discovery Pretest 20 31.80 10.33950
Posttest 20 54.25 5.68354
-
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Bokolo, F., Uwah, I. V., & Simeon, N. (2020). Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’
Achievement In Oral English In Bayelsa State. Advances in Social Sciences Research Journal, 7(7) 75-85.
Test of Between Subject Effect
Source Type III Sum of
Squares Df Mean Square F Sig. Result
Corrected Model 3882.950 2 1941.475 22.304 .000
Significant
(Reject Ho1)
Intercept 9250.290 1 9250.290 106.271 .000
Pretest 2.050 1 2.050 .024 .879
Teaching methods 2741.945 1 2741.945 31.500 .000
Error 3220.650 37 87.045
Total 171456.000 40
Corrected Total 7103.600 39
Source: SPSS 23 Model Summary Output
Table 1 reveals that pretest mean for demonstration and discovery methods were 43.20 and 31.80
respectively, while their posttest mean scores were 73.95 and 54.25 respectively. It is seen that
students in both groups performed significantly better after being exposed to the treatment. Hence,
the effect of these two strategies can be said to be positive on students’ achievement in Oral English.
Although the demonstration method has a higher means score by 19.7 difference.
Also, the test of between subjects effects reveals that computed F of 31.50 is statistically
significantat 0.05 alpha. Hence, since the significance value (P=0.000) is less than 0.05, the null
hypothesis is rejected and the alternative accepted because F(1,37) = 31.50 p< 0.05. This means
that there is a significant difference between students taught Oral English using demonstration
method and those taught using discovery method
Research Question 2
What is the effect of demonstrative teaching strategy on senior secondary school two student’s
achievement in oral English in Bayelsa state as compared with those in the control group?
Hypothesis 2
There is no significant difference between the performance mean scores of students taught Oral
English using the demonstrative method and those taught using conventional method.
Table 2: Shows t-test of the analysis effect of demonstration and conventional teaching strategies on
students’ achievement in Oral English language.
Groups N X S.D. Df t.cal Sig. Result
Demonstrative 20 73.95 1.718 38 -7.374 .000 Significant
Control 20 52.40 5.789 (Reject Ho2 )
Table 2 shows mean for those in the demonstration group was 73.95 while the control was 52.40.
Their standard deviation value was 11.718 and 5.789 respectively. These mean values, indicatesthe
fact that demonstration method has higher effect on students’ achievement in Oral English with a
difference of 21.55. The t-test value (-7.374) also shows significance p=0.000 which is less than the
chosen alpha value of 0.05 at 38 degrees of freedom, the null hypothesis is rejected and the
alternative hypothesis is accepted( as t (38) = -7.374, p< 0.05, 2-tailed). This means that there is a
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significant difference between the performance mean scores of students taught oral English using
the demonstrative method and those taught using the conventional method.
Research Question 3
What is the effect of discovery teaching strategy on senior secondary school two student’s
achievement in oral English in Bayelsa state as compared with those in the control group?
Hypothesis 3
There is no significant difference between the performance mean scores of students taught Oral
English using discovery and those taught using conventional teaching method.
Table 3: Shows t-test analysis of the effect of discovery and conventional teaching strategies on
students’ achievement in Oral English language.
Groups N X S.D. Df t.cal Sig. Result
Discovery 20 54.25 5.684 38 -1.020 .314 Not Significant
Control 20 52.40 5.789 (Retain Ho3 )
Table 3 shows the mean for those in discovery group was 54.25 while conventional group has 52.40
and standard deviation value of 5.684 and 5.789 respectively. The mean value exposes the fact that
discovery method has higher effect on students’ achievement with a difference of 1.85 which is not
so wide. Also, the t-test value (-1.020) shows significance of 0.314. Hence, since the p-value of 0.314
is greater than the chosen alpha value of 0.05 at 38 degrees of freedom (p=0.314>0.05), the null
hypothesis is retained (as t=(38) = -1.020, p>0.05, 2-tailed). This means that there is no significant
difference between discovery teaching method and conventional teaching method in students’
achievement in Oral English language.
Research Question 4
What is the effect of the various teaching methods on senior secondary school two student’s
achievements in Oral English?
Hypothesis 4
There is no significant interaction effect of all the various groups on students’ achievement in Oral
English S.S. 2.
Table 4: Shows ANCOVA analysis of the effect of Demonstration, Conventional and Discovery
teaching strategies on students’ achievement in Oral English language.
Group No X S.D Achievement
gain
Demonstration Pretest 20 43.20 8.667 30.75
Posttest 20 73.95 11.718
Conventional Pretest 20 34.20 9.839 18.2
Posttest 20 52.40 5.789
Discovery Pretest 20 31.80 10.340 22.45
Posttest 20 54.25 5.683
-
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URL: http://dx.doi.org/10.14738/assrj.77.8606 82
Bokolo, F., Uwah, I. V., & Simeon, N. (2020). Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’
Achievement In Oral English In Bayelsa State. Advances in Social Sciences Research Journal, 7(7) 75-85.
Test of Between Subject Effect
Source Type III sum of
Sq. Square
Df Mean F Sig. Result
Corrected Model 5718.723a 2 1906.241 27.750 .000
Intercept 12794.670 1 12794.640 186.255 .000 Significant
Pretest 12.623 1 12.623 .184 .670 (Reject H04)
Teaching Methods 4366.747 2 2183.373 31.784 .000
Error 3846.877 56 68.694
Total 227008.000 60
Corrected Total 9565.600 59
Source: SPSS 23 Model Summary Output
The table shows mean performance of students taught using the various teaching methods
(demonstrative, conventional and discovery method) . The result reports a gain of [30.75, 18.2 and
22.45] exist for the various teaching methods(demonstrative conventional and discovery) used
respectively in the groups. The result indicates that the demonstrative method yields higher
performance followed by the discovery and the conventional method. Also, the ANCOVA test of
between subjects effects reveals computed F of 31.784is statistically significant at 0.05 alpha .Hence,
since the significance value (p=0.000<0.005) is less than 0.05, the null hypothesis is rejected and
the alternative hypothesis is accepted because F(2,56) = 31.784, p< 0.05. This means there is a
significant difference between groups taught Oral English using the various teaching methods.
DISCUSSIONS
The analysis of students’ achievement scores in Oral English as revealed by the post test in the use
of demonstrative and discovery method has a mean gain in favour of the demonstrative method. In
addition, the ANCOVA result on the first hypothesis reported that there was a significant difference
between the mean scores of the demonstrative and discovery method. This implies that the
demonstrative method is more effective in teaching Oral English. This finding cannot be in isolation
because the demonstration method when used aroused students’ interest in learning the oral sound
system of English. Also, the researcher as a teacher is aware that at this level ,the fact that students
may not necessarily perform better if they are left alone would have enhanced the performance of
those in the demonstrative group .This finding refutes that of Harry (2002) who noted that guided- discovery teaching strategy is appropriate at all levels of education.
The result on students’ posttest performance mean score on the use of demonstrative and
conventional method indicates a higher mean score gain in favour of the demonstrative method.
Also, the t-test result on hypothesis 2 reports that there is a significant difference in the mean
performance of students taught using demonstrative method and those taught Oral English using
the conventional method. This indicates that the conventional method is more effective in Oral
English. This reveals that without appropriate demonstration in teaching oral English, students will
be less focused and will not achieve much . It could also be that students taught with the
demonstration method enjoyed the lesson more causing them to give more attention to the lesson
than those in the control group. This finding is in line with Ogundola (2007) who noted that
students centered demonstration method was more effective in students’ academic achievement.
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From findings 3,the performance mean gains for discovery and conventional method also revealed
a higher gain in favour of the discovery method although the difference is not very wide. This finding
indicates that giving students task to carry out on their own concerning a particular topic cannot
help them in any way. Although, these methods have improved students achievement in oral
English, such achievement is insignificant. This finding may come as a result of students not being
able to carry out independent or group discoveries and as such may limit their performance. The
finding is a little bit expected by the researcher because considering the present situation especially
in Bayelsa State,these category of students do not possess the prerequisite skills and knowledge in
consideration of age and facilities, to make research on their own and come up with new ideas.
However, Hake (1998) reported findings against the present one when he stated that discovery
learning enhances problem solving skills.
Finally, the students’ achievement scores in Oral English based on the posttest as a result of the use
of Demonstrative, Conventional and Discovery methods showed a higher mean score gain in favour
of the demonstrative method. This implies that the demonstrative method developed learners’
interest more and motivated them for active participation which led to mastery of concept. Also, the
ANCOVA result shows that there is a significant interaction effect between all the teaching methods
on students’ achievement in oral English Language. This finding implies that if all the methods are
employed in teaching students at a time, their interaction effect will still be positive on the
achievement of students in oral English.
Similarly, in a comparative study of all three methods (guided-discovery, traditional and
demonstration model of instruction), Mayer (2014) observed that the discovery learning came in
last. This observation is in line with this present study which has the demonstrative method with
the most favourable outcome in relation to the conventional and discovery method used in the
teaching of Oral English.Although Harry (2002) opined that the guided discovery teaching strategy
is appropriate at all levels of education, contrarily the findings of this study indicates that in teaching
of Oral English at SS II, the demonstrative method is most effective because it significantly
outperformed those not taught with this model of instruction.
CONCLUSION
Conclusively, the study has enumerated and examined the effects of demonstrative and guided
discovery method in the teaching of Oral English Language in secondary school in Bayelsa State,
Nigeria. The research asserts that demonstrative teaching methods is the most effective method in
enhancing Oral English skill acquisition and performance of students at secondary schools. This is
followed by guided discovery learning strategy when compared to the conventional method of
teaching Oral English. It was observed that the guided discovery did not significantly differ from the
conventional method as both methods did not effectively capture and sustained the interest of the
leaner throughout the period of instruction. In comparison to the various methods of instruction
(demonstrative, conventional and discovery) the demonstrative method is most effective as it
captured and sustained the interest of the learners throughout the period of instruction. It has
established that demonstrative method of teaching can be used to enhance student’s performance
in Oral English acquisition being a more effective in the teaching of Oral English.
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Bokolo, F., Uwah, I. V., & Simeon, N. (2020). Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’
Achievement In Oral English In Bayelsa State. Advances in Social Sciences Research Journal, 7(7) 75-85.
RECOMMENDATIONS
With reference to the findings and conclusion of this study, the following recommendations were
made.
1. Teaching for Oral skill acquisition is a very crucial issue in educational process. In order to
maximize the gains of Oral language acquisition, Oral English teachers should adopt the
demonstration strategy at all levels of educational institutions.
2. The demonstration strategy should be used by teachers in teaching Oral English skills.
3. Conferences, seminars and workshops should be organized by the educational authorities
for in-service English teachers to retrain and keep them abreast of measures aimed at skill
learning and acquisition in English language especially Oral English.
4. E-learning facilities in schools should be installed, new ones should be provided in adequate
numbers to enhance Oral English skill teaching and learning. These should be provided by
the government (Ministry of Education) at all levels, Parents Teachers Association (PTA) and
other stakeholders.
5. Government authorities should ensure that schools are well equipped with the necessary
instructional materials in teaching Oral English to facilitate the demonstration teaching
strategy.
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