Impact of Discovery-Based Learning Method on Senior Secondary School Physics

Abstract

One of the main principles of science and technology is to teach students with notion of discovering, engaging in critical thinking, questioning and developing problem solving skills. The curriculum for science and technology therefore should be developed to educate science-literate students to enable them inquire and solve problems facing them. Science teaching is based on the understanding of natural phenomena and the nature of science requires inquiring and discovering. Bruner (1961) cited in Afolabi (2009) stated that learning happens by discovering, which prioritizes reflection, thinking, Abstract The purpose of the study was to ascertain the impact of discovery-based learning method on teaching and learning of physics in secondary schools in Awgu Education Zone. Two research questions and two hypotheses were posed to guide the study. The study adopted a descriptive survey design. A sample size of 490 respondents made up of 291 male and 199 female teachers were drawn using stratified random sampling techniques from four senior secondary schools in Awgu Education Zone. The instrument used for data collection was a 10-item questionnaire. The instrument had face validity and reliability coefficient of .77 obtained using Cronbach Alpha formular. Mean statistic was used to answer the research questions while the hypotheses were tested at .05 level of significance using t-test statistic. The result of data analysis showed that; discovery-based learning method has helped to a great extent in effective teaching and learning of Physics. Also, discovery-based learning method has promoted research in Physics. The respondents classified by gender did not differ on the extent to which discovery-based learning method helped in effective teaching and learning, improved students' knowledge and promoted research in Physics. Conclusion and recommendations were equally highlighted.