Effect of Guided Discovery Approach on Students' Achievement in Practical Biology in Calabar South Local Government Area, Cross River State.

This study investigates the impact of the guided discovery strategy (GDS) on the academic achievement of 200 SSI students in practical biology within senior secondary schools in Calabar South LGA, Cross River State, Nigeria, employing a Quasi-Experimental Design. The experimental group utilized GDS, while the control group followed the lecture method. The population encompassed all SSI students in the region, with a validated Biology Achievement Test (BAT) collecting data, achieving a reliability index of 0.84 via the KR-21 method. Instructional modules were developed for both GDS and lecture strategies, and SS II Biology teachers in selected schools were trained to deliver the lessons effectively. Hypotheses, tested at a 0.05 significance level using Analysis of Covariance (ANCOVA), revealed that students taught with GDS exhibited the highest achievement gains. No significant gender effects were observed on achievement under either method. The results favored GDS over the lecture method for improving biology grades across instructional groupings. Recommendations include training Biology teachers in guided laboratory activities through seminars and workshops to enhance student performance, alongside promoting gender-friendly teaching practices. This research underscores GDS as a superior strategy for practical biology education, offering actionable insights for secondary school pedagogy in Nigeria.